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An Empirical Study of "one to one" Cognitive Diagnosis and Intervention——Take the Primary Mathematics "Plural" as an Example

WEI Xue-feng;CUI Guang-zuo;School of Education Science,Ludong University;Faculty of Education,Beijing Normal University;  
Learning assessment not only focuses on student learning outcomes,but also should pay attention to students' learning process.However,the traditional test mostly used the same questions for students in the form of written tests,emphasizing test results and ignoring the learning process.This paper introduces concepts,objectives and characteristics of the "one to one" cognitive diagnosis and intervention,and selects the primary mathematics "plural" for empirical research. "One to One" cognitive diagnosis and intervention can lay more emphasis on students' individual differences,provide personalized learning support services.It is also helpful to build learning environment for students with learning difficulties and improve the intelligent level of diagnosis based on the new technology.
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