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    題名: 認知診斷模式在英語簡單句之驗證與應用
    The Verification and Application of Cognitive Diagnosis Models on English Simple Sentences
    作者: 趙珮晴
    貢獻者: 余民寧
    趙珮晴
    關鍵詞: 英語簡單句
    補救教學
    認知診斷模式
    English simple sentence
    remedial instruction
    cognitive diagnosis model
    日期: 2013
    上傳時間: 2014-06-04 14:46:01 (UTC+8)
    摘要: 英語簡單句的認知診斷模式測驗，具有積極的教育意義，其訊息可以協助國小學生瞭解自己，也可以幫助國中小學校進行補救教學，促進國中英語課程的銜接。本研究對象為429位基隆市國民小學六年級學生，自編具有英語簡單句六個認知屬性的試題及其相關影響因素的測量問卷，研究發現如下：

    壹、古典測驗理論之試題分析探索題目和相關影響因素：
    一、英語簡單句題目，具有內部一致性信度和選項誘答力。
    二、英語簡單句題目，以2個或3個認知屬性的題目比僅有1個認知屬性的題目具有難度與鑑別度。
    三、自我效能、內在動機題目，具有良好的建構效度和內部一致性信度。

    貳、以認知診斷模式分析英語簡單句測驗：
    一、對於不良試題，認知診斷模式和古典測驗理論之試題分析結果可相呼應。
    二、英語簡單句題目以G-DINA模式進行分析較為適當。
    三、DINA模式和G-DINA模式的分析結果，大致相同。
    四、僅有1個認知屬性的題目，有較高猜測參數，可能需要再檢視Q矩陣結構或修改試題。
    五、認知屬性中，人稱代名詞單複數的判斷之精熟程度最高，而現在式一般動詞在單數或複數人稱上的使用之精熟程度最低。
    六、精熟組型中，有幾乎一半的學生均具備全部的認知屬性；但是，也有約略二成的學生不具備任一認知屬性。

    參、女學生、有課後英語文課程、高自我效能和高內在動機者，具有較多認知屬性個數的精熟組型

    最後，本研究根據研究結果，提出供教育相關當局與人員之教學與研究建議。
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