The Study On Children’s Mathematics Learning Ability Structure And Assessment Based On Cognitive Diagnose

It’s changing and developing for learning ability to understand the connotation and access the structure,which has been restricted by the ideal of the times and the educational needs.Mathematical learning ability has been promoted by studies about comprehensive assessment of basic education with the essential transcendence and extension of learning ability,making all over the world pay attention to largescale dynamic assessment of children’s mathematical learning ability and procedural evaluation.Under this background,a new generation of psychological and educational measurement theory is representative of cognitive diagnostic theory,gradually showing its unique advantages,more detailed and accurate detection of internal psychological process that can be hidden behind the test scores,so as to realize the diagnosis of children’s individual cognitive level and the comparison of the group development.This study chose children aged 6 ~ 12 years in the critical period of basic mathematical development as the research object,with the level of mathematical development and structural diagnosis for research purpose,according to the research paradigm of modern cognitive diagnostic theory,firstly build the cognitive model of children’s key mathematical ability;and then compiled the Cognitive Diagnostic Test for children’s mathematical learning ability used in grade 1 ~ 6;Then the mathematical learning ability of 8289 children in grade 1 ~ 6 from six schools was measured in a large scale randomly.What’s more,I wrote the children’s mathematical learning ability questionnaire(including two subquestionnaire of teachers and family),to analyze what forms the differences of children’s mathematical learning ability.Finally,the following conclusions are drawn:(1)The build cognitive model of children’s mathematical learning ability is complete and reasonable basically.This study demonstrates the theoretical basis of the model not only from the psychological process of children’s solving mathematical problems,"the fulltime compulsory education of mathematical curriculum standards(2011 edition)" and "the fulltime primary mathematical textbooks(PEP,2013 version)",but also from the completeness and rationality of the quantitative validation based on the measured data,of which results show the constructed cognitive model is supported by both theoretical and experimental data.(2)Cognitive Diagnostic Test for children’s mathematical learning ability used in grade 1 ~ 6 achieved the requirement of measurement well.The quality of the diagnostic tests for six grades were analyzed comprehensively in different methods,such as CTT,IRT and CDT.The results show that the selfmade diagnostic tests can provide a stable and reliable source for further research on the development of children’s mathematical learning ability.(3)The selected cognitive diagnostic model is valid and credible for the results of measured data.The characteristics of children’s mathematical learning ability in each school was compared and analyzed from macro children’s mathematical learning ability and microcosmic key mathematical learning attribute,mastering probability and mastering model,showing that GDM(General Diagnostic Model)is fitting with largescale measured data well,with better accuracy and consistency of classifying the key mathematical attributes.(4)The analysis of the factors influencing children’s mathematical learning ability is consistent with the theoretical hypothesis basically.The structure and path relationship of influencing factors in mathematical learning ability were analyzed from children’s intelligence,non intelligence,academic achievement,family and teachers,etc.The results showed that children’s mathematical learning ability in grade 1~6 has the extremely significant positive correlation with mathematical achievement,and other factors influencing mathematical learning ability in different grade,appearing different features that are consistent with this research hypothesis.(5)The teaching remedial suggestions are operated well based on cognitive diagnosis.This study focused on the main problems found in the evaluation of cognitive diagnosis,providing some theoretical and practical teaching remedial suggestions for children in different grades from school education and family influence.In summary,the measuring methods and practical path of children’s mathematical learning ability were explored extensively,based on Cognitive Diagnosis Theory,eventually realizing the crossgrade equal parameter and diagnostic analysis of children’s mathematical learning ability in six grades.The innovation of the research is mainly reflected in the following four aspects: first,the build children’s cognitive model of key mathematical learning ability is feasible to deepen studies on children’s mathematical cognitive diagnosis with certain theoretical and practical significance.Second,selfcompiled Cognitive Diagnostic Test for children’s mathematical learning ability used in grade 1 ~ 6 made pupils’ mathematical learning ability in the whole primary grades diagnosed and assessed,providing the necessary methods for following direction and accumulating the necessary experience to promote the cognitive diagnostic technology in practice.Third,selfcompiled R language program is helpful to explore new technological paths for the practice of educational cognitive diagnosis in China,based on the cognitive diagnostic research of the massive static measurements.Fourth,the equivalent design of children’s mathematical learning ability on IRT will help to further deepen the practice of the equivalent test technology in China.Cognitive diagnose and assessment of largescale education is an systematic project exactly,of which part is likely to affect the overall quality of the research,or even a complete departure from the essential pursuit of educational cognitive diagnosis.The core mystery of a new generation of psychological measurement theory and educational cognitive diagnostic technology is revealed by this study as deeply as possible from the following links:building cognitive model,creating diagnostic tests,analyzing measured data,making diagnostic reports and so on.But there are still some inadequacies in the research inevitably because of researcher’s time,energy and knowledge.First,children’s mathematical cognitive model of mathematical learning ability may be affected to some extent when widely applied in practice with the lack of more valid evidences to support the study,though rationality and completeness of children’s mathematical cognitive model were demonstrated comprehensively by the theoretical analysis and the empirical quantitative analysis.Second,it is not satisfying to find some indicators of individual items in each grade when the largescale formal tests were analyzed,though the whole process of the compiled diagnostic tests in different grades were carried out according to the technical standard of cognitive diagnostic theory as much as possible.Third,nearly 10,000 children and their parents from six different types of schools participated in the survey with cluster random sampling method.But the representation of the selected schools is not enough to demonstrate that level,property of the mastering probability of children’s mathematical learning ability from the selected excellent schools are not largely higher than the weak schools as expected.Fourth,although cognitive diagnosis of children’s mathematical learning ability in the first five links(building cognitive model,creating diagnostic tests,analyzing measured data,making diagnostic reports),has been discussed widely and deeply,the last link in cognitive diagnostic evaluation,the remedial teaching intervention,is not completed for the researcher’s time and energy,which will be the direction to continue studying.