Prediction Model Research On Junior English Achievement Of Adaptive Learning

With the development of the information technology, digital learning environment plays an important role in the modern education system. Adaptive Learning System as an intelligent digital learning environment, it can intelligently simulate the human education and make the adaptive learning system turn to the hot topic of the education circles.From the existing Adaptive Learning System, the biggest difference is the structure of the student model, because they all have their own focus on learners characteristic. This phenomenon induces our consideration: Among these student models, are these focus the key factors which affect the learners? For the Adaptive Learning System, it can't take all learners characteristic in account, so we only consider those key factors which affect learning, in this way it can adapt the learns quite well, to reach the purpose of principle of individualized instruction and individuation.In view of the above purpose, this research tries to investigate the key factors which affect the learners and the predictability of these factors, and offer the reference for constructing the student modeling. This article according to CHC theory and the WJ-III COG based on this theory, combining the content of the junior English achievement, selects six cognitive factors, and design the related tests. Adopting the correlation analyses and multiple regression analyses based on test results of cognitive abilities and junior English achievement, it proves the cognitive ability is the key factor to affect learning. While this research also constructs the regression models for cognitive abilities predicting English achievement. The detail conclusion as following:(1) This research point out the development of the learners'cognitive ability has the apparent difference. The six broad cognitive abilities of the CHC theory, except the Glr, the other five cognitive abilities have the apparent difference. Especially,the Gs and Gsm demonstrate the most difference .(2) The test results of these six cognitive abilities are shown to be significantly related to English achievement. From the different correlation coefficient, the different cognitive ability demonstrates the different relation with the every aspect of English achievement. This conclusion indicate that the cognitive abilities are different that affect the different learning.(3) From the cognitive ability predictability for English academic achievement, although all the cognitive abilities demonstrate positive relations with the English academic achievement, only a few of the cognitive abilities can play an important role in predicting academic achievement. Trough multiple regression analyses, this research final constructs the regression model that cognitive abilities predictive the junior English achievement, and describes the use of this model in adaptive learning system.