汉字是语文学习的开始，同时也是语文学习的基础。汉字的重要作用使得小学语文教学历来都非常重视汉字教学的效果。为了提高教学效率，一方面需要去分析汉字，探索汉字认知的过程，把握汉字学习的规律，另一方面需要借助一定的手段与方法及时了解儿童汉字学习中的知识结构与认知过程。作为新一代测验理论的认知诊断测验能够实现对知识结构与认知过程的测量，深入探讨学生认知技能方面的优势与不足，并能根据不足，提出补救性教学的建议。因此可以将认知诊断测验原理应用到汉字学习中，编制具有认知诊断功能的汉字学习测验工具，并对儿童汉字学习的现状进行测量，提出诊断报告，弥补学习技能的不足，促进儿童识字能力的发展。本研究以处于汉字学习关键期的小学低年级学生为研究对象，以他们的汉字学习技能与认知过程为测量目标。按照认知诊断测验研究的研究范式，首先通过认知分析（文献回顾）提出了汉字学习的认知过程模型，明确了模型中所涉及的认知属性与属性间的层级关系。然后通过教材内容分析与口语报告分析验证了认知过程模型的合理性。在此基础上编制了小学低年级学生汉字学习与认知的认知诊断测验，然后应用DINA模型对2148名小学一至三年级的学生进行了认知诊断评估，得到以下结果：（1） 基于认知分析（文献回顾）得到的汉字学习认知过程模型是合理的，模型中的认识属性也是完备的。这不但得到了教材分析与口语报告分析结果的支持，也在实际测量数据中获得了检验。表现为，根据模型建立的Q矩阵完备性良好，三个年级试卷中，Q矩阵的认知属性对项目的难度预测都在0.60以上，分层回归分析的结果也支持模型的基本组成结构，三个年级试卷的HCI指标也在0.40以上，结果表明模型与数据有较好的拟合。（2） 在对口语报告资料进行扎根理论分析的基础上，提出了小学生汉字学习的心理理论，该理论包括四个核心范畴，分别是学习汉字的基本形音义知识、建立汉字心理词典内容的丰富联系、掌握汉字学习的不同识字方法、了解并运用汉字形声字的构字规律。测量的结果表明，汉字形音义知识的学习是基础，汉字形声字构字规律的运用是难点。（3） 基于汉字学习认知过程模型设计的认知诊断测验工具具备良好的测量学指标。项目分析的结果表明三个年级试卷的总体难度偏易。受难度偏易的影响，有一些项目的区分度较低，这与汉字学习的基础性作用有关。三个年级试卷的信度结果理想，CTT信度和IRT信度值都超过0.80。项目所考核的认识属性的难易度及数量与项目难度、区分度之间具有一致的相关关系。（4） 应用DINA模型对被试的认知诊断评估具有良好的效果，2148名小学生被判定为几十种属性掌握模式。三个年级的诊断结果表明，目前小学低年级学生的汉字学习状况不甚理想，每个年级都有五分之四多的儿童在汉字学习上存在一定的不足，需要教师予以特别关注。理想总分与原始总分之间的相关在0.8以上，说明诊断评估的效度良好。（5） 在汉字学习认知过程模型所涉及的10种汉字学习技能属性中，笔画和部件偏旁是最简单的，同时也是汉字学习的基础。形声字学习下的4种学习技能属性是较难的，尤其是声旁的精细加工能力，受声旁表音不规则的影响，儿童较晚才能对不规则的形声字有一个准确的字音把握。

The Chinese characters are the beginning and basis of language and literature learning. For the prominent role of the Chinese characters, teaching effects of Chinese characters have always attached imporatnce from elementary education. In order to improve the teaching efficiency, on the one hand we need to analyze the composement of Chineae characters, explore the cognitive processes of Chinese charcaters, grasp the law of Chinese characters learning, on the other hand we need to use some means and methods to keep abreast of the knowledge structure and cognitive processes in the learning of the Chinese characters about children. As the new generation test theory, cognitive diagnostic tests can achieve the measurement of knowledge structures and cognitive processes, explore the advantages and diadvantages of the student’s cognitive skills and propose remedial teaching to inprove student’s study capacity. Thus the principles of cognitive diagnostic tests can be applied to the Chinese characters learning ,in which to measure the status of children’s Chinese character learning, present the diagnostic report, remedy the defact of study ability, promote the development of children’s literature.The study focused on the lower grade pupils who are the critical period of Chinese characters. The aim of the assessment is their learning skills and cognition process of Chinese characters. We established the model of cognition process of Chinese characters and identified the attributes and their hierarchy through literature analysis. Then the cognitive model was validated by the method of think aloud sampling representative students and teaching material analysis and the characters learning test was developed based on the cognitive model. Finally, DINA model was applied to analyze a sample of 2148 first, second and grades students, observed item response for identifying their cognitive structure. The results suggested that:(1)The cognitive model based on cognition analysis was proper and the cognitive attributes was complete. The results were supported by teaching material analysis and think aloud method and validated by practical assessment data. The adequacy of the Q matrix was assessed by predicting the item difficulty on the Q matrix, the squared multiple correlation was more than 0.60 in the three grades test. The basic construction of the model was supported by Hierarchical regression analysis. The HCI index associated with the cognitive attribute hierarchy is above 0.40. The results suggested the model is in good agreement with the experimental data.(2)The think aloud materials was analyzed by grounded theory. Based on the results, the mind theory of pupil learning Chinese characters was established including four main domain: learning the basic knowledge about the form, sound, and meaning, building the relationship within mental lexicon, grasping several literacy methods and utilizing the role of phonogram components.The assessment result showed that the knowledge of the form, sound, and meaning is basic and the role of phonogram components is difficult in character learning.(3)The quality of the cognitive diagnostic test designed consistent with the predetermined cognitive model was good, the results of classical item analysis showed that the test difficulty was a little easy relatively and the item discrimination was low, because character learning was relatively basic and easy. In general, reliability coefficients of the 3 tests in the context of Classical Test Theory and item response theory exceeded 0.80.Item difficulty and discrimination were closely related to the number and difficulty of attribute diagnosed in the item.(4)The applications of DINA model to cognitive diagnostic assessment were received good results. 2148 pupils were classified into dozens of attribute mastery patterns. Three-year grades diagnostic results showed that Chinese character learning situation did not ideal, four-fifths of each grade’s pupils had some defacts in Chinese character learning. Teachers need to pay attention to pupil’s Chinese character learning. The correlation between examinees’ raw scores and their ideal test scores was 0.8 above. The validity of diagnostic assessmet was good.(5)In 10 kinds of learning skill propoerities which involed in Chinese learning cognitive process model, as the basis of Chinese character learning, srokes and Chinese character components are most simple. Four kinds of learning skills under phonogram learning are more difficult, especially for fine processing capacity of phonetic indicator. Influenced with irregular of phonetic indicator, children have an accurate grasp of the pronunciation with irregular phonetic indicator too late.