【作 者】：
马玉慧， 王珠珠， 王硕烁， 郭 炯
【关 键 词 】：
智慧教育； 学习分析； 认知诊断； 个性化学习； 学习资源推送； 认知诊断模型； 规则空间模型
【栏 目】：
学习环境与资源
【中文摘要】：
随着信息技术与教育的融合度逐渐加深，越来越多的研究者开始关注如何利用信息技术促进个性化学习。现有的个性化学习研究，其关注点集中在个性化学习资源的推送方面，采用的方法大多为基于行为数据实现学习资源的个性化推送。这种方法存在两个局限：一是不能对学生的认知结构进行诊断；二是不能对其推送的内容进行解释。认知诊断理论被认为是当前教育测量领域的核心理论，研究提出基于认知诊断的个性化学习资源推送方法，即先实现学生内部知识结构的认知诊断，然后在认知诊断的基础上再进行个性化学习资源的推送。该方法能够弥补基于大数据的个性化推送方法无法实现诊断，以及无法对推送资源进行解释的不足，从而实现大规模在线学习过程中的因材施教。
【英文摘要】：
With the deep integration of education and information technology, more and more educational researchers begin to study how to apply information technology to promote personalized learning. Most of the researches of current personalized learning focus on how to push personalized learning recourses and the personalized push of learning resources based on behavior data is the main choice. But that approach has two limitations: one is that it can't diagnose the cognitive structure of students, and the other is that it cannot explain what it pushes. For currently cognitive diagnosis theory is considered to be the core theory in the field of educational measurement, this paper proposes an approach to push personalized learning resources based on cognitive diagnosis, which first realize the cognitive diagnosis of students' internal knowledge structure, and then push personalized learning resources based on the cognitive diagnosis. This approach can make up for the deficiencies of the former and realize personalized learning in the process of large-scale online learning.