A Study On Cognitive Diagnosis Of Factorization

Based on the new concept of modern psychometric theory,the study selected AHM as a psychological measurement model to analyze the cognitive structure and processing skills of students' knowledge of factorization related knowledge,and then more microscopically judged the shortcomings of students' understanding of factorization,and verified Cognitive defects of the students' knowledge of factorization with empirical data.Further,the remedial teaching strategy of factorization was designed to provide theoretical basis and data support for teachers to teach students in accordance with their aptitude and students' targeted learning.Specifically,this study consists of three parts:1)Research one:the determination of the relationship between the attribute and attribute level of the factorization:the author analyzed the inner psychological processing process of the students by the retrospective literature method and the expert determination method,and preliminarily determined the relationship between the cognitive attribute and the attribute level of the factorization,and compiling the test tools,and carried out the small range measurement,the oral report method and the questionnaire survey.The relationship between cognitive attribute and attribute level was basically reasonable,and we will continue to use the compiled cognitive examination questions to carry out a large scale cognitive diagnosis test and remedial teaching.2)Research two:the cognitive diagnosis study of factorization,a wide range of cognitive diagnosis tests,and an observation response model of the subjects.According to the students' ability value,the discriminant method was used to classify the subjects,and the diagnosis results were analyzed to obtain the students'knowledge and knowledge of the knowledge content of the factorization.The situation provided reference and basis for establishing remedial teaching plan.3)Research three:remedial teaching research based on diagnostic results,according to the results of diagnosis and analysis,the implementation of the corresponding remedial teaching,the timely detection of the effect of remedial teaching,using the statistical method of paired t test,to analyze the difference between the quality of the students and the knowledge status of the students before and after the remedial teaching,and to test the use of the genera.The gender hierarchy model is effective for the diagnosis of factorization.Finally,we get the conclusion of the general research.(?)The cognitive model of content decomposition is basically consistent with students' internal psychological processing.(?)Based on the AHM model,it is feasible to diagnose junior middle school students' cognition of factorization content.(?)The cognitive diagnosis test was superior to the traditional test.