中文摘要：

本研究尝试将认知诊断技术应用于中学生英语阅读问题解决（ERPS）,以实现对中学生英语阅读问题解决的认知诊断,探讨中学生英语阅读问题解决的认知发展特点及其所存在的问题,为中学生的相关认知发展和知识获取服务。研究发现：（1）基于＂文本表征＂和＂反应决策＂两个加工过程中的七个认知属性是影响中学生ERPS的主要认知成分（R2=0.792）;（2）中学生对于＂文本表征＂加工过程所涉及的属性的掌握情况优于＂反应决策＂加工过程所涉及的属性,学生所面临的主要困主要难于在＂反应决策＂加工阶段;（3）对不同属性掌握情况上存在显著的学校类型差异。（4）学生认知掌握状态的类型主要集中在15种（占73%）,最多的三种为（1111011）、（1111110）和（1111101）（占34%）。总体来说,学生的属性掌握还是比较好的。相对地,对＂推理＂、＂信息匹配＂和＂正确选项的加工水平＂三个属性掌握较差,应引起重视。

英文摘要：

English is an important subject in Chinese schools,especially high schools.How to master it effectively and efficiently is the emphasis of teaching and learning.Cognitive diagnosis provides a possible method for students to be clear about their knowledge state and deficiencies and help them learn better.Nowadays some researches about cognitive diagnosis have been done,and new to most researchers,diagnosis at the group level has also been suggested on the basis of individual level diagnosis.But very little of the cognitive diagnosis of English reading problem solving（ERPS） has been made,almost all of it being done abroad.However,their findings of cognitive analysis might not be reasonable or feasible in the Chinese context.This paper investigated the cognitive development characteristics and cognitive problems on ERPS of high school students.Its findings could render service to students improving their learning and could help schools to make more adaptive education policies as well.Furthermore,this paper tried to apply cognitive diagnosis（CD） technologies to ERPS and perform the diagnosis of students and schools simultaneously in the Chinese context.The test material used here was reading comprehension sections composed of 20 items from the 2007 National Matriculation English Test in.The Cronbach Alpha coefficient（） and Split-Half Reliability of it was 0.814 and 0.812 respectively. Our findings showed that（1） According to the curriculum experts＇ analysis and high school English curriculum standards in China,seven attributes were identified based on ＇Text Representation＇ and ＇Response Decision＇ processing which could explain 79.2% of the variation of items＇ difficult（R2=0.792）.These indicated that the seven attributes were the main cognitive elements affected ERPS.（2） The attributes relevant to ＇Text Representation＇ processing were mastered better than those relevant to ＇Response Decision＇ processing.The main cognitive problems students faced existed in ＇Response Decisi