小学生劳动素养认知模型的建构
The Comparative Study of Cognitive Diagnosis Models for Elementary Students’ Labor Literacy
DOI: 10.12677/ap.2024.147466, PDF,    科研立项经费支持
作者: 菅 璐：内蒙古师范大学心理学院，内蒙古 呼和浩特
关键词: 劳动素养；认知诊断；模型构建；Labor Literacy； Cognitive Diagnosis； Model Construction
摘要: 近年来，教育领域广泛采用认知诊断，为教育提供了全新的评价方式，推动了教育评价的多元化、精确化和个性化发展。但在劳动教育过程中，认知诊断的应用相对较少，尚未充分发挥其潜力。认知诊断的引入为劳动测评带来了新的可能性，使教师能够更加精准地制定个性化的教学方法和策略。研究以小学生劳动素养的潜在心理结构为切入点，运用认知诊断技术，建构并验证了小学生劳动素养的认知模型基本完备且合理，可以作为编制其认知诊断量表的理论构念。
Abstract: In recent years, cognitive diagnosis has been widely adopted in the field of education, providing a new assessment method and promoting the diversified, precise, and personalized development of educational evaluation. However, the application of cognitive diagnosis in labor education processes is relatively limited, and its potential has not been fully realized. The introduction of cognitive diagnosis has brought new possibilities to labor assessment, enabling teachers to develop more precise personalized teaching methods and strategies. Taking the potential psychological structure of elementary students’ work literacy as the entry point, this study utilized cognitive diagnostic technology to construct and validate a basic and reasonable cognitive model of elementary students’ work literacy, which can serve as the theoretical framework for developing cognitive diagnostic scales.
文章引用：菅璐 (2024). 小学生劳动素养认知模型的建构. 心理学进展, 14(7), 161-170. https://doi.org/10.12677/ap.2024.147466

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