华东师范大学学报(教育科学版) ›› 2010, Vol. 28 ›› Issue (1): 48-52.doi:

• 心理学 • 上一篇    下一篇

中高考数学试题难度的认知任务分析

邵志芳 李二霞   

  1. 华东师范大学 心理与认知科学学院
  • 收稿日期:1900-01-01 修回日期:1900-01-01 出版日期:2010-03-30 发布日期:2010-03-30
  • 通讯作者: 邵志芳 李二霞

CTA of problem difficulty of the math entrance tests for high school and college

SHAO Zhifang&LI Erxia   

  1. The School of Psychology and Cognitive Science, East China Normal University, Shanghai, 200062
  • Received:1900-01-01 Revised:1900-01-01 Online:2010-03-30 Published:2010-03-30
  • Contact: SHAO Zhifang&LI Erxia

摘要: 本研究根据邵志芳和余岚(2008)设计的CTA评定框架和程序,以李二霞和邵志芳(2009)提出的试题难度多项指标,对近三年(2007~2009)的上海市中考和高考数学试题进行事前难度评定。结果表明:(1)多名评定者对试题的评定呈现极其显著的一致性,进一步验证了CTA方法的信度良好;(2)上海市高考数学试题难度在近三年中呈现“偏难→偏易→偏难”波动,而中考数学试题难度在近三年中则呈现逐年下降趋势。

关键词: 认知任务分析, 数学试题, 解决难度, 基准难度, 难度指数

Abstract: According to the Cognitive Task Analysis (CTA) frame and procedure developed by Shao and Yu (2008) and the multi-indicator system by Li and Shao (2009), we measured the difficulty of the math problems in entrance tests of the year 2007~2009 both for the high school and college entrance in Shanghai. The results show that: (1) the inter-rater reliability of the CTA method is significant; (2) for the college entrance tests, 2007 and 2009 were relatively harder, while 2008 was easier; (3) the difficulty of the high school entrance math tests declined year by year during 2007~2009.

Key words: cognitive task analysis (CTA), math problem, solution difficulty, base difficulty, difficulty index