Chinese reading ability assessment method, device and equipment and computer storage medium

Abstract

The embodiment of the invention provides a Chinese reading ability evaluation method, device and equipment and a computer storage medium, and the method comprises the steps: for a tester of the Chinese reading ability, the tester sends a test request, pushes at least one test library corresponding to the test request, receives response data corresponding to the test library within a set time length, and sends the response data to the test library; and performing standardization processing on the response data to obtain a test score, and evaluating the Chinese reading ability according to a comparison result of the test score and the norm. According to the method and the device, aiming at the reading cognitive competence of mandarin Chinese and simplified Chinese learners, a standardized test capable of comprehensively, accurately and quickly evaluating the reading competence of the Chinese learners is provided through the standardized test according to skills.

Description

TECHNICAL FIELD

[0001] The present application relates to the technical field of reading ability evaluation, and in particular, to a Chinese reading ability evaluation method, device, equipment and computer storage medium. BACKGROUND

[0002] Reading ability is a high-level comprehensive ability, which is composed of many sub-skills, and a fluent reading process requires the cooperation between these sub-skills.

[0003] A large number of tests for measuring and evaluating the reading ability of learners have been developed at home and abroad. One way is to evaluate reading ability through pinyin, but since there are great differences in character form, pronunciation, semantics and other aspects between Chinese and pinyin language, it cannot be directly used to evaluate the Chinese reading ability of learners. Another way is to evaluate regional spoken language, such as Cantonese. However, the traditional Chinese characters and simplified Chinese characters are not completely consistent in visual character form processing, and there are also differences in the pronunciation characteristics of Cantonese and Mandarin, so these tests are not suitable for directly evaluating the reading ability of learners whose spoken language is Mandarin and who use simplified Chinese characters.

[0004] In summary, the existing evaluation methods for Chinese reading ability have strong limitations, and the test process is complex, difficult and easily affected by the characteristics of the evaluators. SUMMARY

[0005] To solve the above problems, the purpose of the embodiments of the present application is to provide a Chinese reading ability evaluation method, device, equipment and computer storage medium.

[0006] In a first aspect, the embodiments of the present application provide a Chinese reading ability evaluation method, comprising: receiving at least one test request for testing Chinese reading ability; pushing at least one test library corresponding to the test request; receiving response data corresponding to the test library within a set time; standardizing the response data to obtain a test score; and evaluating Chinese reading ability according to the comparison result of the test score and a norm.

[0007] The response data contains the age of the tester who sends the test request; the standardization processing of the response data to obtain the test score comprises: determining the age range to which the tester belongs, and converting the response data into an individual test score according to the following formula:

[0008]

[0009] Y = (X - Xmin) / (Xmax - Xmin) ijXi represents the individual test score of the ith tester in the jth age group, X1 represents the number of correct target items of the ith tester in the jth age group in the test library test, X2 represents the number of incorrect fill-in items of the ith tester in the jth age group in the test library test, t1 represents the test time set by the test library in the jth age group, and t2 represents the scoring limit time;

[0010] The obtained individual test score is standardized according to the following formula to obtain a test score:

[0011]

[0012] wherein Z ij represents the standard score of the ith tester in the jth age group in the test library test, Y ij represents the individual test score of the ith tester in the jth age group in the test library test, represents the average value of the test of the same test library by all testers in the jth age group, S j represents the standard deviation of the test of the same test library by all testers in the jth age group.

[0013] The test library comprises at least one of the following: a visual-character processing ability test library for evaluating the processing ability of simple visual symbols and Chinese character forms; a form-sound processing ability test library for evaluating the phonetic decomposition ability of Chinese characters; a form-meaning processing ability test library for evaluating the ability of Chinese characters to access semantics through character forms; and a word segmentation ability test library for evaluating the ability to segment words of Chinese characters.

[0014] Before receiving at least one test request for testing Chinese reading ability, at least one of the following test libraries is established: a symbol matrix containing at least two symbols within a set specification visual range is determined, wherein the symbol matrix is used to represent visual symbol discrimination ability; a non-character matrix containing Chinese characters and false characters within a set specification visual range is determined, and a visual-character processing ability test library is determined by the symbol matrix and the non-character matrix, wherein the non-character matrix is used to represent the ability to distinguish Chinese character formation rules; a Chinese character matrix within a set specification visual range is determined, and the Chinese character matrix is used as a form-sound processing ability test library, wherein the elements in the Chinese character matrix contain at least two Chinese characters represented by different pinyin; a noun matrix containing Chinese noun within a set specification visual range is determined, and the noun matrix is used as a form-meaning processing ability test library, wherein the elements in the noun matrix contain at least two Chinese characters representing different attributes; and a phrase matrix containing at least two words in each phrase within a set specification visual range is determined, and the phrase matrix is used as a word segmentation ability test library.

[0015] The setting specification visual range comprises: setting specification test paper or setting specification electronic test tool; determining the setting specification visual range comprises: if the content to be tested in the visual range is less than a first setting value, updating the test library content in the visual range, and the content to be tested in the updated visual range is greater than a second setting value.

[0016] The test library further comprises test time and test rules.

[0017] The response data comprises the age of the tester sending the test request; and the evaluation of the Chinese reading ability comprises at least one of: evaluation of Chinese reading ability of testers in the same age group on different test libraries; evaluation of Chinese reading ability of testers in different age groups on different test libraries; evaluation of Chinese reading ability of testers in the same age group on the same test library; and evaluation of Chinese reading ability of testers in different age groups on the same test library.

[0018] In a second aspect, the application provides a Chinese reading ability evaluation device, comprising: a receiving unit configured to receive at least one test request for testing Chinese reading ability; a pushing unit configured to push at least one test library corresponding to the test request; the receiving unit is further configured to receive response data corresponding to the test library within a set time period; and an evaluation unit configured to standardize the response data to obtain a test score, and evaluate Chinese reading ability according to a comparison result of the test score and a norm.

[0019] The response data comprises the age of the tester sending the test request; and the evaluation unit is specifically configured to determine an age group to which the tester belongs, and convert the response data into an individual test score according to the following formula:

[0020]

[0021] Wherein, Y ij represents an individual test score of an ith tester in a jth age group in a test library test, X1 represents a number of correct target items obtained by the ith tester in the jth age group in the test library test, X2 represents a number of incorrect fill-in items obtained by the ith tester in the jth age group in the test library test, t1 represents a test time set by the test library in the jth age group, and t2 represents a scoring limit time.

[0022] The obtained individual test score is standardized according to the following formula to obtain a test score:

[0023]

[0024] Wherein, Z ijYij represents the standard score of the ith tester in the jth age group in the test battery test, ij Yij represents the individual test score of the ith tester in the jth age group in the test battery test, Sj represents the average value of the test of the same test battery of all testers in the jth age group, j Sj represents the standard deviation of the test of the same test battery of all testers in the jth age group.

[0025] The test battery pushed by the pushing unit comprises at least one of the following: a visual-character processing ability test battery for evaluating the processing ability of simple visual symbols and Chinese character forms; a form-sound processing ability test battery for evaluating the phonetic decomposition ability of Chinese characters; a form-meaning processing ability test battery for evaluating the ability of Chinese characters to access semantics through character forms; a word segmentation ability test battery for evaluating the recognition and segmentation of word boundaries in Chinese. Before receiving at least one test request for testing Chinese reading ability, the setting module is further used to establish at least one test battery: a symbol matrix containing at least two symbols in a visual range of a set specification is determined, wherein the symbol matrix is used to represent visual symbol recognition ability; a non-character erasing element containing Chinese characters and false characters in a visual range of a set specification is determined, and a visual-character processing ability test battery is determined through the symbol matrix and the non-character erasing matrix, wherein the non-character erasing element is used to represent the ability to recognize Chinese character formation rules; a Chinese character matrix in a visual range of a set specification is determined, and the Chinese character matrix is used as a form-sound processing ability test battery, wherein the elements in the Chinese character matrix contain at least two Chinese characters representing different pronunciations; a noun matrix containing Chinese noun words in a visual range of a set specification is determined, and the noun matrix is used as a form-meaning processing ability test battery, wherein the elements in the noun matrix contain at least two Chinese characters representing different attributes; a word group matrix containing at least two words in a visual range of a set specification is determined, and the word group matrix is used as a word segmentation ability test battery.

[0026] The visual range of the set specification of the setting module comprises: a test paper of a set specification or an electronic test tool of a set specification; the visual range of a set specification is determined, comprising: if the content to be tested in the visual range is less than a first set value, updating the test battery content in the visual range, and the content to be tested in the updated visual range is greater than a second set value.

[0027] In a third aspect, the application provides a computer storage medium storing a computer program designed to implement the hierarchical and domain cutting method for the self-contained and controllable substation model when running.

[0028] In a fourth aspect, the present application provides a device comprising a memory, a processor, and a program stored in the memory and capable of running on the processor, wherein the processor implements the method for evaluating Chinese reading ability when executing the program.

[0029] The present application has the following beneficial effects:

[0030] In the above-mentioned first aspect of the embodiments of the present application, the tester sends a test request, pushes at least one test library corresponding to the test request, receives response data corresponding to the test library within a set time length, processes the response data in a standard manner, obtains a test score, and evaluates the Chinese reading ability according to the comparison result of the test score and the norm. In the present application, a standardized test capable of comprehensively, accurately and quickly evaluating the reading ability of Chinese learners is provided for the standardized test of the reading cognitive subskill of learners of Chinese Mandarin and simplified Chinese characters. BRIEF DESCRIPTION OF DRAWINGS

[0031] The accompanying drawings, which are included to provide a further understanding of the present application, form a part of the present application and illustrate the illustrative embodiments of the present application and the description thereof, and do not constitute improper limitations on the present application.

[0032] Figure 1 A flowchart of a Chinese reading ability evaluation method provided by the embodiments of the present application is shown;

[0033] Figure 2 A symbol erasing task schematic diagram in a visual-orthographic processing ability test library provided by the embodiments of the present application is shown;

[0034] Figure 3 A non-word erasing test task schematic diagram in a visual-orthographic processing ability test library provided by the embodiments of the present application is shown;

[0035] Figure 4 A first sound judgment test schematic diagram in a phonological processing ability test library provided by the embodiments of the present application is shown;

[0036] Figure 5 An animal word retrieval test schematic diagram in a semantic processing ability test library provided by the embodiments of the present application is shown;

[0037] Figure 6 A homophone discrimination test schematic diagram in a semantic processing ability test library provided by the embodiments of the present application is shown;

[0038] Figure 7 A word segmentation test schematic diagram in a word segmentation ability test library provided by the embodiments of the present application is shown;

[0039] Figure 8A structure composition schematic diagram of a Chinese reading ability evaluation device provided by Embodiment Two of the present application is shown. DETAILED DESCRIPTION

[0040] In order to make the technical solutions and advantages in the embodiments of the present application more clear and explicit, the exemplary embodiments of the present application are further described in detail below with reference to the accompanying drawings. Obviously, the described embodiments are only some of the embodiments of the present application, not all the embodiments. It should be noted that the embodiments in the present application and the features in the embodiments can be combined with each other without conflict.

[0041] In the description of the present application, it should be understood that the orientation or positional relationship indicated by the terms "vertical", "horizontal", "inner", "outer", "upper", "lower", "front", "back", "left", "right", "center", "longitudinal", "transverse", "length", "width", "thickness" and the like are based on the orientation or positional relationship shown in the drawings, and are only for the convenience of describing the present application and simplifying the description, and do not indicate or imply that the devices or elements indicated must have a particular orientation, be constructed and operated in a particular orientation, and therefore cannot be understood as a limitation on the present application.

[0042] In addition, the terms "first" and "second" are only for descriptive purposes, and cannot be understood as indicating or implying relative importance or implicitly indicating the number of the indicated technical features. Therefore, the features defined with "first" and "second" can explicitly or implicitly include one or more of the features. In the description of the present application, the meaning of "multiple" is two or more, unless otherwise explicitly specified and limited.

[0043] In the present application, unless otherwise explicitly specified and limited, the terms "mounting", "connection", "connection", "fixing" and the like should be understood in a broad sense, for example, it can be fixed connection, or detachable connection, or integrally connected; it can be mechanical connection, or electrical connection; it can be directly connected, or indirectly connected through an intermediate medium, or the communication inside two elements. For those skilled in the art, the specific meaning of the above terms in the present application can be understood according to the specific circumstances.

[0044] In the embodiments of the present application, a Chinese reading ability evaluation method is provided. In the method, for a tester of Chinese reading ability, the tester sends a test request, pushes at least one test library corresponding to the test request, receives response data corresponding to the test library within a set time length, standardizes the response data, obtains a test score, and evaluates the Chinese reading ability according to the comparison result of the test score and the norm. In the present application, a standardized test capable of more comprehensively, accurately and quickly evaluating the reading ability of Chinese learners is provided for the standardized test of the reading cognitive subskill of learners of Chinese Putonghua and simplified Chinese. The different embodiments will be described in detail below.

[0045] Embodiment I

[0046] The embodiment I of the present application provides a Chinese reading ability evaluation method, as shown in the following specific processing flow: Figure 1

[0047] Step 101, establishing a test library for Chinese reading ability evaluation.

[0048] In the present application, the test library for Chinese reading ability evaluation includes one of the following:

[0049] The first test library: visual-orthographic processing ability test library, which is used to evaluate the processing ability of simple visual symbols and Chinese character orthography.

[0050] Specifically, a symbol matrix containing at least two symbols within a set specification visual range is determined, wherein the symbol matrix is used to represent visual symbol discrimination ability; a non-character matrix containing Chinese characters and false characters within a set specification visual range is determined, and the visual-orthographic processing ability test library is determined by the symbol matrix and the non-character matrix, wherein the non-character matrix is used to represent the ability to distinguish the rules of Chinese character composition.

[0051] ​A preferred implementation, in this embodiment one, the visual range of the specified specification can be a specified specification test paper or a specified specification electronic testing tool, for example, the test paper can be A4 paper, A3 paper, and the visual range can be the range of visual range on the paper. Electronic testing tools include but are not limited to mobile phones, PAD, computers or learning machines and the like. If it is an electronic testing tool, the visual range can be the entire or partial reality interface of the electronic testing tool. For Chinese reading ability test, the testers can include people of different ages and different regions. For example, it can be students of different grades, and it can be foreigners learning Chinese. Different people have different answer speeds during the test, and the time used for each person to turn the page / page is also not completely the same. This small time difference may have a greater impact on the test result, so the embodiment one of the present application proposes that if the content to be tested in the visual range is less than the first set value, the test library content in the visual range is updated, and the content to be tested in the updated visual range is greater than the second set value. For example, if the tester uses test paper, according to the answer speed of the tester, a sufficient number of questions can be set, the size of the test paper can be increased, or the test paper containing different questions can be placed side by side. Similarly, if the tester uses an electronic testing tool, such as a PAD, when it is detected that the tester is about to finish answering, the next page of questions can be automatically pushed without a trace. For example, the last two lines, automatically push the next page of questions, while displaying at least 1-2 answered questions. Or recognize the answer speed of the tester, the electronic testing tool can use the automatic reading mode to push the test questions.

[0052] The above detailed description of the visual range of the specified specification is applicable to each embodiment of the present application, and will not be repeated hereinafter.

[0053] The test library can also include test time and test rules. The following is a detailed description of the visual- character processing ability test library.

[0054] The visual-character processing ability test library designs two tasks of symbol erasing and non-character erasing to respectively examine the processing ability of the tester to simple visual symbols and Chinese character forms.

[0055] The first task: symbol erasing, used to detect the rapid visual symbol discrimination ability of the tester.

[0056] In this task, a matrix of a*b composed of multiple simple symbols can be presented to the tester on a page of A4 (or a certain specification) paper or (electronic screen), and the tester is required to find as many target symbols as possible and erase them within a specified time, a total of n target items, m filler items are used to examine the rapid processing ability of the tester to visual information.

[0057] For example, the target symbol is a circle, and the filler symbol is a square. Figure 2As shown, an 11×14 matrix composed of symbols ※, ⊙, ¤, 〒, and ♀ can be presented to the tester on a pad or on paper. The visual interface on the pad contains a total of 50 target items and 104 filler items. The tester is required to find as many target symbols § as possible and cross them off within a specified time.

[0058] The second task, "Non-character Marking," is used to test the test taker's ability to quickly identify the rules of Chinese character formation, i.e., knowledge of orthography.

[0059] In this task, an a*b matrix consisting of Chinese characters and pseudo-characters can be presented to the test taker on an A4 sheet of paper (or a paper of a certain size) or on an electronic screen. The test taker is required to find as many non-Chinese characters (pseudonyms) as possible and cross them off within a specified time. There are a total of n target pseudo-characters and m filling characters. The components contained in the pseudo-characters are all the most commonly used components of Chinese characters.

[0060] Specifically, fake characters can include one or more of the following four types: mirror characters, fake characters with incorrect positions, fake characters with incorrect components, and fake characters that conform to orthography rules.

[0061] like Figure 3 As shown, an 11×14 matrix can be presented to the test taker on a tablet. The test taker is required to find as many non-Chinese characters (fake characters) as possible and cross them off within a specified time. There are a total of 50 target fake characters (38 with left-right structures and 12 with top-bottom structures). The components contained in the fake characters are all the most commonly used components of Chinese characters. There are 104 real characters to fill in, all of which are selected from primary school textbooks for lower grades.

[0062] In the technical solution proposed in Embodiment 1 of this application, a primary school Chinese character database was established based on textbooks for grades 1-6, including Chinese character feature information, including component features. Approximately 80% to 90% of commonly used Chinese characters are phono-semantic characters. The phonetic component of phono-semantic characters is often a high-frequency character learned by lower-grade students, and the semantic component is also very easy to master and distinguish due to its repeated appearance.

[0063] The second type of test library is the phonetic processing ability test library, which is used to evaluate the ability to decompose Chinese characters into phonetic components.

[0064] Specifically, a Chinese character matrix within a defined visual range is determined. This Chinese character matrix serves as a test library for the ability to process shapes and sounds. The elements in the Chinese character matrix contain at least two Chinese characters represented by different pinyin.

[0065] The tester can present a*b matrix composed of Chinese characters and false characters to the tester on a page of A4 (or a certain specification) paper or an electronic screen, and ask the tester to find as many Chinese characters of a specific initial as possible and cross them out within a specified time. A total of n target Chinese characters and m filler Chinese characters are included, all of which are selected from primary school lower grade textbooks and are simple Chinese characters with high usage frequency, simple concepts, and familiarity to children. The specific phonetic unit can include one or more of the following types: a specific syllable, an arbitrary position phoneme (such as initial, middle, and final phonemes), or a specific tone. The syllable "liang4" (the number represents the tone) is composed of the initial l, the medial i, and the final ang. The middle phoneme here refers to the medial i.

[0066] As shown in Figure 4 , an 11x14 matrix can be presented to the tester on the pad, and the tester is asked to find as many Chinese characters of a specific initial "b" as possible and cross them out within a specified time. A total of 50 target Chinese characters and 104 filler Chinese characters are included.

[0067] The third test library: the form-meaning processing ability test library, which is used to evaluate the ability of Chinese characters to access semantics through character form.

[0068] Specifically, a noun matrix of Chinese nouns contained in a set specification visual range is determined, and the noun matrix serves as a form-meaning processing ability test library. The elements in the noun matrix include at least two Chinese characters for representing different attributes. In the form-meaning processing ability test library, various test tasks can be included, such as animal word retrieval, plant word retrieval, fruit word retrieval, homophone discrimination, etc. Different test tasks can be provided according to different testers. The following will be described in detail with animal word retrieval and homophone discrimination as examples.

[0069] The first way: animal word retrieval

[0070] An a*b matrix composed of commonly used nouns (words) is presented on a page of A4 (or a certain specification) paper or an electronic screen, and the tester is asked to find as many words of a specific type (animal words) as possible and cross them out within a specified time. Among them, there are n target words and m filler words, and the filler words include two types of high confusion words (such as adding a wooden fish to the animal words panda, owl, etc.) and low confusion words (such as bamboo). All words come from first grade textbooks and commonly used words in spoken language. Whether a word is commonly used can be determined by the child's age of acquisition. In this application, high confusion words are also easily confused words, and low confusion words can be words that are not easily confused.

[0071] As shown in Figure 5As shown, an 11×10 matrix composed of common nouns (words) is presented on an A4 paper page, and the tester is required to find as many words of a specific type (animal words) as possible within a specified time and cross them out. There are 36 target words and 74 filler words, and the filler words include two types: high-confusion words (such as "wooden fish") and low-confusion words (such as "bamboo").

[0072] The second method: Discrimination of homophonic words

[0073] It is used to detect the tester's ability to quickly and accurately distinguish homophonic words.

[0074] On a page of A4 (or of a certain specification) paper or on an electronic screen, an a*b matrix composed of common nouns (words) is presented, and the tester is required to find as many words with spelling mistakes (wrong substitution of homophonic words) as possible within a specified time and cross them out. Among them, there are n target words and m filler words, which respectively include three types: missing components ("lotus flower"), redundant components ("frog"), and component substitution ("flower garden").

[0075] Such as Figure 6 As shown, in this test, on a dedicated PAD, an 11×10 matrix composed of common nouns (words) is presented, and the tester is required to find as many words with spelling mistakes as possible within a specified time and cross them out. Among them, there are 36 target words, which respectively include three types: missing components ("lotus flower"), redundant components ("frog"), and component substitution ("flower garden"); and 74 filler words.

[0076] The fourth test library: The word segmentation ability test library, which is used to evaluate the ability to segment Chinese characters into words.

[0077] Specifically, determine the phrase matrix included within the visual range of the set specification, and the phrase matrix serves as the word segmentation ability test library. Each phrase in the phrase matrix contains at least two words.

[0078] The word segmentation ability test library can determine the tester's ability to access semantics by determining word boundaries. In this test, on a page of A4 (or of a certain specification) paper or on an electronic screen, phrases (items) composed of common words are presented, and each item contains n words. The tester is required to accurately mark the boundaries before and after the second word with slashes as many as possible within a specified time.

[0079] Such as Figure 7As shown, in the special PAD, a phrase (item) composed of common words is presented, three words are contained in each item, and the tester is required to mark the boundaries before and after the second word as accurately as possible with a slash within the specified time. In order to avoid the tester using a simple surface word length strategy, the number of Chinese characters in each item is from 4 to 10, and single-word words, double-word words, three-word words and four-word words are mixed, and the tester must make accurate answers based on his own psychological dictionary. A total of 135 words make up 45 test items. All the words come from the first and second volumes of the Chinese textbook for primary school and the commonly used vocabulary in spoken language.

[0080] Step 102, the tester sends a test request for testing Chinese reading ability.

[0081] In the technical scheme provided in the first embodiment of the present application, the tester can be a single tester, or multiple testers can send a test request at the same time, and the test request contains the personal information of the tester. The personal information of the tester can be obtained through the personal registration information of the tester, or the personal information of the tester can be collected in advance. The personal information of the tester includes but is not limited to name, age, education, address, nationality, and time of learning Chinese.

[0082] Step 103, receiving the test request.

[0083] Step 104, pushing at least one test library corresponding to the test request.

[0084] The personal information of the tester is obtained in the received test request.

[0085] Specifically, the age of the tester or the time of learning Chinese of the tester can be obtained. According to the personal information of the tester, the test library is pushed to the tester.

[0086] The test library can be any one of the test libraries in step 101 above, or a combination of test libraries.

[0087] A preferred implementation, when evaluating the Chinese reading ability of the tester, the reading cognitive skills of the tester can be evaluated from the aspects of shape, sound and meaning, and the above test libraries can be split and combined according to different purposes, as shown in Table 1 below, which is the classification of various test abilities.

[0088] Table 1 Combination of reading skill test libraries

[0089]

[0090]

[0091] As shown in Table 1 above, the visual-orthographic processing ability test library can include 5 tests, the visual-phonological processing ability test library can include 4 tests, and the visual-semantic processing ability test library can include 3 tests. Since each test task is in the form of visual-speed marking, the symbol marking can be used as a baseline test task, which can be combined with other test tasks.

[0092] The basic logic of the test design in the test library is based on the theory of information processing psychology, which can separate the entire information processing into different components. Specifically, the symbol marking can be used as a baseline test task, and the visual-speed processing component in other tasks can be separated by statistical methods (such as regression analysis), and the remaining part corresponds to the content that the test is expected to measure in the measurement field. For example, the position error false word marking is used to test the symbol marking and orthographic processing at the same time. The overall information processing of the "position error false word marking" includes two major components, one is the visual-speed processing component, and the other is the orthographic rule of Chinese characters (here referring to the ability to distinguish position error Chinese characters), and through regression analysis, the visual-speed part can be removed, and the remaining component can more purely reflect the ability of the subject to distinguish the orthographic rule.

[0093] The design of the test library can evaluate the reading ability of Chinese learners from three aspects of 12 items. On the one hand, all tests can be included to more comprehensively measure the reading ability of Chinese learners; on the other hand, one or more tests can be selected and combined for use as needed. For example, if you want to evaluate the phonetic decomposition ability of Chinese learners, you can select the initial sound judgment and final sound judgment tasks at the same time; if you want to more comprehensively evaluate the phonological processing ability of Chinese learners, you can include the initial sound judgment, final sound judgment, syllable judgment, and tone judgment tasks at the same time.

[0094] For different testees, such as primary school students and adults, the internal logic of the test library design is consistent. Considering that adults have higher ability, in order to make the test for adults have a better discrimination, the number of test questions for adults can be twice the number of test questions for children.

[0095] Specifically, the paper version of each test for children is based on an A4 paper size framework to fill in the material matrix, and the adult version is based on an A3 paper size framework to fill in the material matrix.

[0096] Only the symbol cancellation test is combined to score, and the core ability to be measured by the test is separated. When multiple tests are combined, the scores of each subtest are presented separately, which can better understand the ability characteristics of the testee. For example, four subtests of the symbol cancellation test and the orthography test are measured at the same time. First, the scores of each subtest are calculated, and then the score level of the core ability measured by the four orthography subtests can be separated by statistical methods; based on the subtests, the ability level of the testee for component position, component characteristics, mirror words, and false words can be understood, and the four scores can be combined (for example, combined into Z scores and converted into standard scores), and then compared with the grade norm to obtain the overall ability level of the orthography.

[0097] Step 105, the tester tests according to the pushed test library and sends response data.

[0098] Specifically, the tester tests according to the pushed test library, answers the questions within the specified time according to the test rules, and can send the test results when the time arrives, which are the response data.

[0099] Step 106, standardizing the response data to obtain test scores.

[0100] In this step, the response data of the testees at different development stages in each reading cognitive subskill test is encoded and converted to obtain the scores of the basic characteristics of the visual-orthographic processing ability (5 subtests), the phonological processing ability (4 subtests), and the semantic processing ability (3 subtests) of the testees at different development stages.

[0101] Among them, the single test scoring rule is: (correct hit item number - error (false) item number) * 60 / specified time, converted into the score per unit time (1 minute). The results of each ability test can be compared with the norm to determine the individual's ability level.

[0102] Specifically, the response data contains the age of the tester who sends the test request; the age of the testee can be determined according to the age of the testee, and the response data is converted into individual test scores according to the following formula 1:

[0103]

[0104] Y = (X - X ijXi represents the individual test score obtained by the ith tester in the jth age group in the test library test, X1 represents the number of correct target items obtained by the ith tester in the jth age group in the test library test, X2 represents the number of incorrect fill-in items obtained by the ith tester in the jth age group in the test library test, t1 represents the test time set by the test library in the jth age group, and t2 represents the score limit time;

[0105] Specifically, t1 can be in seconds, and t2 represents the score limit time (if the score represents the score of an individual for 1 minute, it is 60; if the score represents the score of an individual for 1 second, it is 1).

[0106] The obtained individual test score is standardized according to the following formula to obtain a test score:

[0107]

[0108] Wherein, Z ij represents the standard score obtained by the ith tester in the jth age group in the test library test, Y ij represents the individual test score obtained by the ith tester in the jth age group in the test library test,

[0109] represents the average value obtained by all testers in the jth age group in the test library test, S j represents the standard deviation obtained by all testers in the jth age group in the test library test.

[0110] Step 107, evaluating Chinese reading ability according to the comparison result of the test score and the norm.

[0111] Wherein, the specific implementation mode of evaluating Chinese ability can include but is not limited to the following several kinds:

[0112] The first evaluation method: evaluating the Chinese reading ability of testers in the same age group for different test libraries.

[0113] In this evaluation method, for testers in the same age group, the same test library can be tested according to the set rules at the same time, and then the Chinese reading ability of testers in the same age group for different test libraries can be evaluated by statistical summary.

[0114] It should be noted that the age group proposed in the embodiment of the application can be divided according to the actual age for Chinese people, and can be divided according to the level and / or length of learning Chinese for foreigners, which will not be described hereinafter.

[0115] The second evaluation method: evaluating the Chinese reading ability of testers in different age groups for different test libraries.

[0116] In this evaluation mode, different test libraries are assigned to testees of different age groups, different test schemes are determined, and then the statistics are summarized to evaluate the Chinese reading ability of different age groups for each different test library.

[0117] The third evaluation mode is to evaluate the Chinese reading ability of testees of the same age group for the same test library.

[0118] In this evaluation mode, testees of the same age group can be tested according to the same test library according to the set rules at the same time for multiple times, and then the statistics are summarized to evaluate the Chinese reading ability of the same age group for each same test library.

[0119] The fourth evaluation mode is to evaluate the Chinese reading ability of testees of different age groups for the same test library.

[0120] In this evaluation mode, testees of different age groups can be tested according to the same test library according to the set rules at the same time for multiple times, and then the statistics are summarized to evaluate the Chinese reading ability of different age groups for each same test library. This evaluation mode can correct the differences between the test libraries.

[0121] The technical scheme provided by the embodiment of the application can be used to track the dynamic development level of reading sub-skills of Chinese learners, and a basic test library for establishing the development level of reading sub-skills of children and adults is established. According to the obtained basic test library, the reliability and validity of learners in different development stages (including children in different grades of primary schools, middle school students, and adults) are analyzed systematically, and different reading sub-skills are scored and converted into scores. Finally, a test library that can be used for ability characteristic analysis is formed.

[0122] In a preferred implementation mode, for test libraries of the same age group, the complex relationship between different reading sub-skills for predicting reading and different reading sub-skills can be studied by using a structural equation model, and the changes and interactions of these complex relationships over time (i.e. in different age groups) can be further studied by using a hierarchical linear model. The test library provided by the application is based on the individual nested in the age group / grade and further nested in the school, so that a multi-level linear model can be used to analyze whether there is a significant individual difference in the age group level when the scores of each reading sub-skill of the testees of different age groups are used to predict the reading ability, and whether there is a significant difference in the grade / age group level when the different reading sub-skills are used to predict the reading ability. Among them,

[0123] The model without individual-level prediction variables is described as follows:

[0124] Level 1: Y ij = β 0j + e ij

[0125] Level 2: β 0j = γ 00 + u 0j ;

[0126] where i represents the ith tester, j represents the jth age group; Y ij represents the reading ability of the ith tester in the jth age group.

[0127] where β 0j represents the average reading ability of the jth age group; e ij represents the random error of the reading ability score of the ith tester in the jth age group relative to the average reading ability of the age group.

[0128] In Level 1, only the individual level changes of the testers are considered, without considering the influence of the age groups. In Level 2, the overall influence of the age groups on the reading ability is considered. Where γ 00 represents the overall average reading ability; u 0j represents the random difference of the reading ability of the jth age group and the overall average reading ability.

[0129] If there is a significant difference between the individual Chinese reading abilities of the testers, the multilevel linear model analysis with predictive variables is used to analyze the reasons for the difference in Chinese reading ability, that is, by adding individual-level variables, such as the level of the tester in a certain reading sub-skill, to describe the factors affecting individual development, which is represented as:

[0130] Level 1: Y ij = β 0j + β 1j X ij + e ij

[0131] Level 2: β 0j = γ 00 + γ 01 W j + u 0j

[0132] β 1j = γ 10 + γ 11 W j + u 1j

[0133] The combined model can be represented as:

[0134] Y ij = γ 00 + γ 10 X ij + γ 01 Wj + γ 11 X ij W j + u 0j + u 1j X ij + e ij

[0135] i represents the ith tester; j represents the jth age group; Y ij represents the reading ability of the ith tester in the jth age group; X ij represents the level of a certain reading sub-skill of the ith tester in the jth age group.

[0136] In level 1, we consider the effect of the level of a certain reading sub-skill of the tester and the age group on the reading ability. Among them, β 1j represents the effect of the level of a certain reading sub-skill on the reading ability in the jth age group.

[0137] In level 2, the overall effect of the age group on the relationship between the reading ability and the level of a certain reading sub-skill is considered, and the effects are allowed to vary with the age group. Among them, W j represents the individual characteristics of the jth age group; γ 01 represents the effect of the individual characteristics of the age group on the overall average of the reading ability; γ 10 represents the effect of the average level of a certain reading sub-skill of all age groups on the reading ability; γ 11 represents the effect of the individual characteristics of the age group on the relationship between the level of a certain reading sub-skill and the reading ability; u 1j the random difference of the relationship between the level of a certain reading sub-skill and the reading ability in the jth age group.

[0138] Since there are potential categories in the development levels of different reading sub-skills of different testers, by using latent category analysis, we can study the different potential categories of the testers in different reading sub-skill or multiple related reading sub-skill tasks.

[0139] Embodiment two

[0140] Embodiment two of the present application proposes a Chinese reading ability evaluation device, as shown in Figure 8 , comprising:

[0141] The receiving unit 801 is configured to receive at least one test request for testing Chinese reading ability;

[0142] The pushing unit 802 is configured to push at least one test library corresponding to the test request;

[0143] The receiving unit 801 is further configured to receive response data corresponding to the test library within a set time period;

[0144] The evaluation unit 803 is configured to standardize the response data to obtain a test score, and evaluate the Chinese reading ability according to a comparison result of the test score and a norm.

[0145] Specifically, the response data includes an age of a tester sending the test request; and the evaluation unit is specifically configured to determine an age range to which the tester belongs, and convert the response data into an individual test score according to the following formula:

[0146]

[0147] wherein Y ij represents an individual test score of an ith tester in a jth age range in a test library test, X1 represents a number of correct target items obtained by the ith tester in the jth age range in the test library test, X2 represents a number of incorrect fill-in items obtained by the ith tester in the jth age range in the test library test, t1 represents a test time set by the test library in the jth age range, and t2 represents a scoring limited time.

[0148] The obtained individual test score is standardized according to the following formula to obtain a test score:

[0149]

[0150] wherein Z ij represents a standard score of the ith tester in the jth age range in the test library test, Y ij represents the individual test score of the ith tester in the jth age range in the test library test,

[0151] represents an average value of tests on the same test library by all testers in the jth age range, S j represents a standard deviation of the tests on the same test library by all testers in the jth age range.

[0152] Specifically, the test library pushed by the pushing unit includes at least one of the following: a visual-character form processing ability test library for evaluating processing ability of simple visual symbols and Chinese character forms; a form-sound processing ability test library for evaluating phonetic decomposition ability of Chinese characters; a form-meaning processing ability test library for evaluating ability of Chinese characters to access semantics through character forms; and a word segmentation ability test library for evaluating ability of Chinese characters to segment words.

[0153] Specifically, before receiving at least one test request for testing Chinese reading ability, the method further includes a setting module configured to establish at least one test library as follows:

[0154] A symbol cancellation matrix containing at least two symbols within the visual range of the set specification is determined, wherein the symbol cancellation matrix is used to represent visual symbol discrimination ability; a non-character cancellation element containing Chinese characters and pseudo characters within the visual range of the set specification is determined, and a visual-character processing ability test library is determined by the symbol cancellation matrix and the non-character cancellation matrix, wherein the non-character cancellation element is used to represent the ability to distinguish Chinese character composition rules;

[0155] A Chinese character matrix within the visual range of the set specification is determined, and the Chinese character matrix is used as a form-sound processing ability test library, wherein the elements in the Chinese character matrix contain at least two Chinese characters represented by different pinyins;

[0156] A noun matrix containing Chinese character nouns within the visual range of the set specification is determined, and the noun matrix is used as a form-meaning processing ability test library, wherein the elements in the noun matrix contain at least two Chinese characters used to represent different attributes;

[0157] A phrase matrix containing phrases within the visual range of the set specification is determined, and the phrase matrix is used as a word segmentation ability test library, wherein each phrase in the phrase matrix contains at least two words.

[0158] Specifically, the set specification of the setting module includes: a set specification of a test paper or a set specification of an electronic test tool; the set specification of the visual range includes: if the content to be tested in the visual range is less than a first set value, updating the test library content in the visual range, and the content to be tested in the updated visual range is greater than a second set value.

[0159] A computer storage medium stores a computer program designed to implement a hierarchical and domain cutting method for an autonomous controllable substation model when the computer program is run.

[0160] Embodiment two of the present application further proposes a device including a memory, a processor, and a program stored in the memory and executable on the processor, and the processor implements the aforementioned Chinese reading ability evaluation method when executing the program.

[0161] The Chinese reading ability evaluation method proposed in the present application can cross time and age. Since the Chinese reading ability evaluation method proposed in the present application adopts a time-limited visual-speed cancellation form, and the required characters and words of each sub-test are selected from low-grade textbooks, the floor effect or ceiling effect can be avoided, so the method is not only suitable for testing Chinese learners of different ages (primary school, middle school, adults or Chinese learners with the same ability), but also suitable for multiple tests or training of the same learner within a certain period of time.

[0162] Generally, it is difficult for testers to find all target test items within a limited time, so that the floor effect or ceiling effect can be avoided; even if a few testers can complete the test in advance within the time limit, the evaluation process ensures that the test results have discrimination by recording the completion time and then converting the results. The technical solution proposed in the application can test the tester's ability to quickly and accurately identify target test items (such as rapid phonetic-visual access), and the same set of test questions can be used to train or test the tester multiple times within a certain period of time. If the tester can gradually improve the results in the training, it indicates that the tester's automatic access ability to the corresponding target items has improved, which is beneficial to the tester's word learning. Of course, multiple parallel tests can also be designed according to the technical solution described above. The parallel test design rules mainly include the following points: (1) The test materials contain target items and filler items, and the proportion is similar to the current test; (2) For the same test purpose (such as "initial judgment"), the target task can be designed as any initial consonant. Considering that the test should be applicable to all testers including low-grade students, both target words and filler words need to be selected from simple Chinese characters with high frequency and simple concepts familiar to children. The technical solution proposed in the application can be used for one-on-one testing or group testing, so that large-scale reading ability tests or preliminary screening of Chinese reading disabilities can be quickly and efficiently performed.

[0163] The technical solution in the embodiments of the application can be implemented in various computer languages, such as the object-oriented programming language Java and the interpreted script language JavaScript.

[0164] Those skilled in the art should understand that the embodiments of the application can be provided as a method, a system or a computer program product. Therefore, the application can be in the form of a complete hardware embodiment, a complete software embodiment or an embodiment combining software and hardware aspects. Moreover, the application can be in the form of a computer program product implemented on one or more computer usable storage media (including but not limited to disk storage, CD-ROM, optical storage, etc.) containing computer usable program code.

[0165] The application is described with reference to flowcharts and / or block diagrams of the methods, devices (systems) and computer program products according to the embodiments of the application. It should be understood that each flow and / or block in the flowcharts and / or block diagrams can be implemented by computer program instructions, and the combination of the flows and / or blocks in the flowcharts and / or block diagrams. These computer program instructions can be provided to the processor of a general-purpose computer, a special-purpose computer, an embedded processor or other programmable data processing device to produce a machine, so that the instructions executed by the processor of the computer or other programmable data processing device produce a machine that implements the flowcharts and / or block diagrams. Figure 1 one flow or multiple flows and / or blocks Figure 1apparatuses that carry out the functions specified in the block or blocks.

[0166] These computer program instructions can also be stored in a computer readable memory that can direct a computer or other programmable data processing apparatus to function in a particular manner, such that the instructions stored in the computer readable memory produce an article of manufacture including instructions which implement the flow Figure 1 flow or flows and / or blocks Figure 1 apparatuses that carry out the functions specified in the block or blocks.

[0167] These computer program instructions can also be loaded onto a computer or other programmable data processing apparatus to cause a series of operational steps to be performed on the computer or other programmable apparatus to produce a computer implemented process such that the instructions that execute on the computer or other programmable apparatus provide steps for implementing the flow Figure 1 flow or flows and / or blocks Figure 1 apparatuses that carry out the functions specified in the block or blocks.

[0168] While the preferred embodiments of the application have been described, additional variations and modifications can be made to the embodiments by those skilled in the art once they learn of the basic inventive concepts. Therefore, the appended claims are intended to encompass within their scope all such variations and modifications as are included within the scope of the application.

[0169] Obviously, numerous modifications and variations of the present application are possible in light of the above teachings. It is therefore to be understood that within the scope of the appended claims and their equivalents, the application can be practiced otherwise than as specifically described.

Claims

1. A Chinese reading ability assessment method, characterized in that, The method comprises the following steps: receiving at least one test request for testing Chinese reading ability; pushing at least one test library corresponding to the test request; receiving response data corresponding to the test library within a set time; standardizing the response data to obtain a test score; evaluating Chinese reading ability according to the comparison result of the test score and a norm.

2. The method of claim 1, wherein, The response data contains the age of the tester who sends the test request. The response data is standardized to obtain a test score, which comprises the following steps: determining the age range to which the tester belongs, and converting the response data into an individual test score according to the following formula: wherein Y ij represents the individual test score obtained by the ith tester in the jth age group in the test library test, X1 represents the number of correct target items obtained by the ith tester in the jth age group in the test library test, X2 represents the number of incorrect fill-in items obtained by the ith tester in the jth age group in the test library test, t1 represents the test time set by the test library in the jth age group, and t2 represents the scoring limit time. The obtained individual test score is standardized according to the following formula to obtain a test score: where Z ij represents the standard score of the ith tester in the jth age group in the test library test, Y ij represents the individual test score of the ith tester in the jth age group in the test library test, represents the average value of the test library test of all testers in the jth age group, S j represents the standard deviation of the test library test of all testers in the jth age group.

3. The method of claim 1, wherein, The test library comprises at least one of the following: visual-orthographic processing ability test library, used for evaluating the processing ability of simple visual symbols and Chinese character orthography; phonological processing ability test library, used for evaluating the ability to access the phonology of Chinese characters through orthography and to decompose the phonology; semantic processing ability test library, used for evaluating the ability to access the semantics of Chinese characters through orthography; word segmentation ability test library, used for evaluating the ability to segment the boundaries of words in Chinese.

4. The method of claim 3, wherein, Before receiving at least one test request for testing Chinese reading ability, the method further comprises the following steps of establishing at least one test library: determining a symbol matrix containing at least two symbols within a set visual range, wherein the symbol matrix is used to represent visual symbol discrimination ability; determining a non-character matrix containing Chinese characters and pseudo characters within a set visual range, and determining a visual-orthographic processing ability test library through the symbol matrix and the non-character matrix, wherein the non-character matrix is used to represent the ability to distinguish the rules of Chinese character composition; determining a Chinese character matrix within a set visual range, which is used as a phonological processing ability test library, wherein the elements in the Chinese character matrix contain at least two Chinese characters represented by different pinyins; determining a noun matrix containing Chinese noun words within a set visual range, which is used as a semantic processing ability test library, wherein the elements in the noun matrix contain at least two Chinese characters used to represent different attributes; determining a word group matrix containing word groups within a set visual range, which is used as a word segmentation ability test library, wherein each word group in the word group matrix contains at least two words.

5. The method of claim 4, wherein, The set visual range comprises: a set specification test paper or a set specification electronic test tool; determining a set visual range comprises: if the content to be tested within the visual range is less than a first set value, updating the test library content within the visual range, and the content to be tested within the updated visual range is greater than a second set value.

6. The method according to any one of claims 1-5, wherein: The test library further contains test time and test rules.

7. The method of claim 1, wherein, The response data contains the age of the tester who sends the test request; and the evaluation of Chinese reading ability comprises at least one of the following: evaluating the Chinese reading ability of testers of the same age range for different test libraries; evaluating the Chinese reading ability of testers of different age ranges for different test libraries; Evaluating the Chinese reading ability of the same test library by testers of the same age group; Evaluating the Chinese reading ability of the same test library by testers of different age groups.

8. A Chinese reading ability evaluation device, characterized by, Comprising: a receiving unit configured to receive at least one test request for testing Chinese reading ability; a pushing unit configured to push at least one test library corresponding to the test request; the receiving unit is further configured to receive response data corresponding to the test library within a set time period; an evaluation unit configured to standardize the response data to obtain a test score, and evaluate Chinese reading ability according to the comparison result of the test score and a norm.

9. The apparatus of claim 8, wherein, The response data contains the age of the tester who sent the test request; the evaluation unit is specifically configured to determine the age group to which the tester belongs, and convert the response data into an individual test score according to the following formula: wherein Y ij represents the individual test score obtained by the ith tester in the jth age group in the test library test, X1 represents the number of correct target items obtained by the ith tester in the jth age group in the test library test, X2 represents the number of incorrect fill-in items obtained by the ith tester in the jth age group in the test library test, t1 represents the test time set by the test library in the jth age group, and t2 represents the scoring limit time. The obtained individual test score is standardized according to the following formula to obtain a test score: where Z ij represents the standard score of the ith tester in the jth age group in the test library test, Y ij represents the individual test score of the ith tester in the jth age group in the test library test, represents the average value of the test library test of all testers in the jth age group, S j represents the standard deviation of the test library test of all testers in the jth age group.

10. The apparatus of claim 8, wherein, The test library pushed by the pushing unit includes at least one of the following: a visual-character processing ability test library for evaluating the processing ability of simple visual symbols and Chinese character forms; a phonetic processing ability test library for evaluating the phonetic decomposition ability of Chinese characters; a semantic processing ability test library for evaluating the ability of Chinese characters to access semantics through character forms; a word segmentation ability test library for evaluating the ability to segment words of Chinese characters.

11. The apparatus of claim 10, wherein, Before receiving at least one test request for testing Chinese reading ability, further comprising a setting module configured to establish at least one of the following test libraries: determining a symbol matrix containing at least two symbols within a set specification visual range, wherein the symbol matrix is used to represent visual symbol discrimination ability; determining a non-character matrix containing Chinese characters and false characters within a set specification visual range, and determining a visual-character processing ability test library through the symbol matrix and the non-character matrix, wherein the non-character matrix is used to represent the ability to distinguish Chinese character formation rules; determining a Chinese character matrix within a set specification visual range, which is used as a phonetic processing ability test library, wherein the elements in the Chinese character matrix contain at least two Chinese characters represented by different pinyin; determining a noun matrix containing Chinese noun within a set specification visual range, which is used as a semantic processing ability test library, wherein the elements in the noun matrix contain at least two Chinese characters used to represent different attributes; determining a word group matrix containing at least two words within a set specification visual range, which is used as a word segmentation ability test library.

12. The apparatus of claim 11, wherein, The set specification visual range of the setting module includes a set specification test paper or a set specification electronic test tool; determining a set specification visual range includes: if the content to be tested within the visual range is less than a first set value, updating the test library content within the visual range, and the content to be tested within the updated visual range is greater than a second set value.

13. A computer storage medium storing a computer program, characterized in that, The computer program is designed to implement a Chinese reading ability evaluation method according to any one of claims 1-7 when running.

14. An apparatus comprising a memory, a processor, and a program stored on the memory and executable on the processor, wherein, The processor implements the method for evaluating Chinese reading ability according to any one of claims 1-7 when executing the program.

15. A computer program comprising computer instructions, characterized in that, The computer instructions implement the steps of the method for evaluating Chinese reading ability according to any one of claims 1-7 when executed by the processor.

Images