Cognitive Research On Amount Of Substance In The Context Of Cognitively Diagnosis Theory On Ninth-Grade Students

However,the current academic evaluation is only discriminated and selected by scores,which lacks the investigation of students' individual cognition and is hard to achieve the goal of national training.The issue of linkage between junior high school and high school is a hot topic in chemistry education seminars.No matter how enthusiastically the educators discuss,they always have to return to the main body of study — students.Based on individual students,we can draw inspiration from the summary of universal law.This study takes the new generation of measurement theory “Cognitively Diagnostic Theory” as the research background,and applies the DINA model in the cognitively diagnostic model to study the ninth-grade students' cognition of “Amount of Substance”,in order to provide valuable suggestions for the linkage between junior high school and high school and the teaching of teachers.At the same time,it can verify whether Cognitively Diagnostic Theory is suitable for chemical education evaluation.This study consists of six parts.The first part is about the background of the research,expounds the necessity of cognitively diagnosis for students from the perspective of reality and theory.The second part is the review of the research,which is divided by the collation of the previous research data into two parts— "Cognitively Diagnosis Theory" and "Amount of Substance".The third part is about the research work and research methods,which mainly introduces the main research contents and the research process of the preparation of the research tools,pre-testing and formal testing.The fourth part introduces the application of R language and other software for data analysis and processing.The fifth part is the conclusion and explanation of the research.The last part of the study first made recommendations for the teaching of teachers and the linkage between junior high school and high school through the conclusion of the research,and then put forward ideas for the future development of cognitively diagnosis theory.According to the diagnostic tool compiled by the cognitively diagnosis theory,we studied the cognition of "Amount of Substance" in ninth-grade students,and got the following conclusions:1.Cognitive differences between boys and girls: For the mastery of the “basic”level of cognitive properties(amount of substance,mathematical calculation,Avogadro constant),girls are significantly better than boys.In terms of complex computing and logical thinking ability(calculation of chemical equations,macro and micro transformation,etc.),boys master the situation better than girls.2.Cognitive differences between key classes and parallel classes: In addition to attribute 3(Avogadro constant),all cognitive attributes are more likely to be mastered by key classes than parallel classes,especially in attributes 1(amount of substance),attribute 4(molar mass),and attribute 6(calculated according to the chemical equation).The probability of mastering the cognitive attributes of all the key classes is10% higher than that of parallel classes.3.The cognitively diagnosis theory is used to classify the subjects,and the class ratio is 89.589%,which indicates that the cognitively diagnosis theory can be used to diagnose the students' cognition in the chemical phase test.