Study On The Empirical Of The Rule Space Model In Physics Teaching And Evaluating In The Middle School

Foundation education course's reform has already become the main melody of international education reform in recent years. Educational assessment is the problem of mutual interest. Student assessment is the core of education assessment; meanwhile it is also a problem that most educators pay attention to. The physical new course standard requests evaluation should objectively reflect the true circumstance of teaching completely, for improve teaching to provide a reliable basis. Current the physical teaching of the evaluate mainly adopts quantitative evaluation method in our school, quantitative evaluation can be used to assess the difference between the examinees, but it fails to provide the diagnosis information which in order to improve teaching and learning, separates the learning of student and the teaching of teacher, and weaks a positive affect of evaluation to education instruction. The development of cognitive diagnosis theory can be provided a kind of new path for explaining test result effectively, and comprehending the examinee's internal psychological meaning. The main purpose of this thesis is to introduce principle and operation frame of rule space model in cognition diagnosis theories. On the basis of this, the author implemented empirical research of rule space model in physical evaluating in the middle school, and analyzed and proposed some ideas by knowledge structure and diagnostic information which are acquired from the student's testing in particular field, from this way to offer new ideas in physical evaluating in the middle school.There are four chapters in this thesis. The opening chapter, generally introduces some background information about the studies, and presents a rough picture of this study as well as the need for such a study. Chapter two summarizes interrelated present research conditions of physical evaluation in the middle school and rule space model both domestic and abroad. Chapter three gives a systematic statement of the composing and operation step of the rule space model. Chapter four carries an empirical research which is used rule space model on the process of ninth graders evaluating Ohm's law. Firstly, the study identifies seven cognition attributes and their attribute hierarchy according to the record of physical teacher's interview and teaching material, creates a test, then classified 233 examinees'reasoning test items responses into thirteen kinds of attribute–mastery patterns. The author advances remediable paths and teaching suggestions according to the student's attribute and mistakes which they made in the test. The conclusion chapter sums up its achievements, weakness and difficulties met in the process of research. Several suggestions of the prospects are put for applying rule space model in physical teaching and learning in middle school.