【作者】 刘成伟；

【导师】 范晓玲；

【作者基本信息】 湖南师范大学 ， 基础心理学， 2004， 硕士

【摘要】 学习困难问题是目前教育界、心理学界及医学界研究的热点问题之一。本文以学习困难儿童为主要切入点，以对小学六年级学习困难儿童的筛查、诊断为重点。旨在从成就测验的角度出发，探索一种既有内部效度又有实际应用价值的、快速的学习困难儿童筛查、诊断方法，把不同学习水平的学生识别出来，使他们得到合理的配置。 为保证测验的准确、有效，编制测验项目时严格按照依据小学六年级语文、数学教学大纲而建立起来的测验目标进行，并请有关专家将编制的题目就试题呈现的内容、形式提出修正意见。最后形成正式测验，其中数学有60题，语文57题。测验项目采用客观题形式(单项选择题)，以0.1记分。运用SPSS FOR WINDOWS 11.5统计软件对测验数据进行分析，结果：1．难度：数学测验的整卷难度为0.70，语文为0.68。2．区分度：数学测验的区分度分布在0.16-0.74之间，语文分布在0.28-0.68之间。3．信度：两个测验的α系数均达到0.90以上，标准误语文为3.15，数学为3.23。4．效度：运用探索性因素分析法对测验数据进行效度分析，结果发现，关于学业成就测验结构的理论构想基本上是合理的。5．学习困难检出率：在被抽取的58个样本中，数学测验的学习困难儿童检出率为5.1％，语文为6.7％。 本测验经过实测数据的验证，难度、区分度符合一般诊断性测验的要求。信度也基本符合心理测量学要求，且具有良好的结构效度，具有一定的学习困难儿童检出率。更多还原

【Abstract】 Learning difficulty(LD) currently is a hot focus in the education s research field, the psychology’s research field and the medicine s research field. With the emphasis which focus on the select and diagnosis to the LD for grade 6th, This article will research a method which can fastly, validly select and dignose the LD, it can distinguish the students who are in the various studying levels, then make them get reasonable disposition.To ensure the accuracy and the validity of the test, constructing items will strictly accord to the test target. The test target is established by the Chinese and maths instruction program for 6th. Then asking some experts to use the compiled items to put forward to revising advice which is according to the content and the form of the items, finally forming formal test. There are fifty-seven items in Chinese test, sisty items in maths test. The items were objective forms (single selected problem), make 0, 1per item. The data were analysed by SPSS. Result: 1. the maths test s difficulty is 0. 70, the Chinese test’s difficulty is 0. 68. 2. Index of Discrimination of maths test is distributed to the scope of 0. 16-0. 74, the Chinese test is 0. 28-0. 68. 3. The a coefficient of the two tests are all above 0.90,the standard error of the Chinese test is 3.15,the maths test is 3. 23. 4. Using factor analysis to carry on validy analysis, the theory imagine about achievement test structure is reasonable. 5. The propotion about the LD: Among the 58students, the maths test is 5. 1%, the Chinese test is 6. 7%.The test is testified by difficulty, index of discrimination all accord with the command of common diagnosis test. Reliability basically accord with the command of psychology testing and with good structure validity. Meanwhile, the test have proper propotion of LD.更多还原