《义务教育语文课程标准（2022年版）》对新时期的语文教学和学习提出了重视情境性和实践性、关注整体性和综合性、科学精准分学段制定学习者的能力发展目标、充分发挥信息技术的优势以促进语文学习等新的要求。然而，当前技术促进语文学习相关研究普遍面临知识结构缺少精确表征、认知结构缺少可视化呈现、对能力发展关注缺失、整合性的课程设计容易造成知识结构性缺失等问题。新一代信息技术和相关领域研究的发展，为技术促进的语文学习提供了融合学科知识的领域知识模型、描述动态认知状态的学习者模型等新的方向，学习认知地图理论作为二者的结合，为解决当前技术促进语文学习中的现实问题提供了新的解决思路。

本研究基于新版义务教育课程标准和统编版教材，在发展学习认知地图概念模型的基础上，提出并构建了语文学习认知地图的理论模型，设计并开发了语文学习认知地图模型的支撑系统，在教学实践中探索了模型和支撑系统的应用效果。具体而言，本研究主要开展了以下三个方面的工作：

（1）面向义务教育阶段语文教学和学习，构建了具有学科特征的四维语文学习认知地图的理论模型。分别描述了以学科基础知识、语文学科能力和学习者分阶段的学科能力发展目标为主的语文学习认知地图核心要素和以静态语文课程学习内容、动态语文学习活动为主的语文学习认知地图关联学习内容空间的基本构建思路和方法。对于语文学习认知地图内核心要素的认知状态，设计了综合学习者行为数据、测试数据和节点层次结构的认知状态计算方法，在此基础上提出了基于关键要素认知状态的语文学习认知地图可视化表征模式。

（2）面向小学语文教学中的常态化应用，设计并开发了语文学习认知地图的支撑系统。面向课内外教学和学习的实际需求和应用场景，提出了三种典型的应用模式，实现了基于语文学习认知地图及其学习内容空间的语文教学全流程覆盖、学习者语文学习活动过程性数据采集和自动化分析，使语文学习认知地图模型在教学实践层面得以实际落地。

（3）在语文教学中应用了语文学习认知地图及其支撑系统，开展了实证研究，分别进行了面向学生和教师两个不同群体的准实验研究和调查研究。在面向学生的研究中，采用组态分析的方法，对来自4个教学班的135名学生进行了持续一个教学单元的使用效果研究，探索了语文学习认知地图在持续性学习过程中干预课堂教学对具有不同特质学生的学业成绩影响的组态效应。相关的研究结果表明语文学习认知地图对于全面优秀型和部分缺陷型学习者的学业成就具有协同的促进作用。在面向教师的研究中，面向29名一线小学语文教师分别探索了在短期集中培训、长期日常教学使用两种情况下对语文学习认知地图的接受程度以及满意度影响因素。相关的研究结果表明语文学习认知地图在短期和长期使用的教师群体中均具有较好的满意度，有助于教师创新型信息技术教学使用的提升。

通过开展上述研究工作，本研究在以下三个方面取得了一定的创新：

（1）提出了包含语文学科知识、能力、分阶段能力目标和与之关联学习内容的语文学习认知地图模型，实现了对不同研究视角下若干相似概念的整合，重点关注了语文学科的特点和实际教学过程，体现了学习者学科能力的连续发展。

（2）提出了学习认知地图认知状态评测中测试数据和学习者过程性行为数据相结合的评价方式，在实践中实现了学习者语文学习活动过程性数据的采集和自动分析，丰富了学习认知地图中认知状态评价的依据。

（3）开展了面向教师学生和教师两个不同群体的实证研究，采用基于组态的分析视角，探讨了语文学习认知地图模型作用于学生学业成就的具体条件组合路径，同时关注了语文学习认知地图在教师群体中的接受程度和影响因素。

The "Compulsory Education Curriculum Standards – Chinese Language (2022 Edition)" published by the Ministry of Education of the People's Republic of China has put forward a series of new requirements for Chinese language teaching and learning in the new era in China, including emphasizing the situational and practical nature of Chinese language teaching and learning, focusing on the integrity and comprehensiveness of Chinese language teaching and learning, scientifically and precisely formulating learners' ability development goals by segmenting stages of learning, fully leveraging the advantages of information technology to promote Chinese language learning, and other new requirements. However, current research on technology-enhanced Chinese language learning generally faces some problems, such as lack of precise representation of knowledge structure in the field of Chinese language and studies, lack of visual presentation in learners’ cognitive structure, lack of attention to ability development, and structural deficiencies in integrated curriculum design. The development of next-generation information technology and related studies provides new directions for technology-enhanced Chinese language learning. For example, domain knowledge models which integrate disciplinary knowledge and learner models which describe dynamic cognitive states could provide new solutions for addressing current issues in technology-enhanced Chinese language learning. Learning cognitive map theory, as a combination of these two aspects, could offer new solutions for solving real problems encountered in promoting technological advancement in Chinese language education.

Based on the new edition of compulsory education curriculum standards and unified textbooks in China, this study developed a theoretical model for learning cognitive map in the Chinese language subject, based on the original learning cognitive map theoretical model. A supporting platform for learning cognitive maps in Chinese language learning was also designed and developed to explore its application effects in teaching and learning practice. Specifically, this study mainly conducted work in three aspects:

(1) A theoretical model of four-dimensional learning cognitive map in Chinese language learning has been constructed for the teaching and learning of Chinese language in compulsory education stage. One of the characteristics of this model is fully considering the features of the Chinese language discipline. The core elements of this model include basic knowledge, learners’ abilities, and staged learner capability development goals of Chinese language learning. In addition, the model is also associated with some learning content, including static Chinese curriculum content and dynamic Chinese learning activities. This study elaborates on the basic construction ideas and methods of the above-mentioned model and elements. For the cognitive status of core elements in the model, a comprehensive cognitive status calculation method has been designed. This method integrates learner behavioral data, standardized test data, and hierarchical structure within nodes in the model. The study also proposes a visualization representation pattern based on cognitive status of key elements in the model.

(2) In order to enable the theoretical model proposed in this study to be routinely applied in elementary Chinese language teaching, this study designed and developed an online platform for learning cognitive map in the Chinese language subject. This platform targets the actual needs and application scenarios of both in-class and out-of-class teaching and learning, proposing three typical application modes. This platform covers the entire process of Chinese language teaching based on the learning cognitive map model and its content space. At the same time, the platform also supports the collection and automated analysis of learners' process data during learning activities. This platform enables the practical implementation of the learning cognitive map model in the Chinese language subject at the teaching and learning level.

(3) This study applied learning cognitive map in the Chinese language subject and its supporting platform in actual Chinese language teaching and learning context, carried out quasi-experimental studies targeting two different groups: students and teachers. In the student-oriented research, this study adopted the method of configuration analysis. The research subjects were 135 students from four teaching classes. A quasi-experimental study was conducted continuously in a teaching unit in the classroom. By intervening in teaching with learning cognitive model during the continuous learning process, this study explored the configurational effects of models on academic performance of students with different traits. The results show that learning cognitive map have a synergistic promoting effect on academic achievement for both comprehensive excellent and partially defective learners. The teacher-oriented research subjects were 29 primary school Chinese language teachers at the front line. This study explored the factors influencing their acceptance and satisfaction with learning cognitive map in the Chinese language subject under two situations: short-term intensive teacher training and long-term daily teaching use respectively. The results show that the learning cognitive map in the Chinese language subject have good satisfaction among teachers’ groups using them both in short-term and long-term. The research results also indicate that the model helps to improve the use of innovative information technology teaching by teachers.

Through the aforementioned research work, this study has made certain innovations in the following three aspects:

(1) A theoretical model of learning cognitive map in the Chinese language subject was proposed. This model consists of Chinese language disciplinary knowledge, abilities, staged ability goals, and related learning content space. This model integrates several easily confused concepts from different research perspectives. The model focuses on the characteristics of the Chinese language disciplinary and the actual teaching and learning process. In terms of time dimension, the model reflects the continuous development of learners' Chinese language abilities.

(2) A combined evaluation method of learner's procedural behavioral data and test data was proposed for calculating the cognitive status of elements in the learning cognitive map model. The collection and automatic analysis of learner's procedural data were implemented in a real teaching and learning context. These efforts enriched the basis for evaluating cognitive states in the theory of learning cognitive maps.

(3) This study conducted empirical research targeting two different groups: teachers and students. The research process used a configuration-based analysis perspective to explore the specific combination paths of the learning cognitive map model in the Chinese Language Subject's impact on student academic achievement, while also focusing on the acceptance level and influencing factors of the Chinese learning cognitive map among teachers.