Cognitive Diagnosis On Solid Geometry Of High School Based On DINA Model

The current evaluation methods of school education is still based on classical test theory,with a single score as the evaluative criteria.This can not to get the internal knowledge structure of the subjects,but also weakened the role in promoting evaluation for teaching.The development of cognitive diagnosis makes the psychological measurement possible,it can be used to fully and comprehensively explore the cognitive structure of students and provide timely and specific diagnosis of teaching information.The solid geometry is an important part of high school mathematics learning,and has important educational value.Therefore,based on the DINA model in cognitive diagnosis theory,this study uses the high school solid geometry as the carrier to carry out the cognitive diagnosis of high school solid geometry.This study mainly consists of two parts,the first part is the preparation of cognitive diagnostic tests: First of all,based on the curriculum standards,the requirements of college entrance examination outline and the literature,we establish the cognitive attributes of solid geometry and hierarchical relationships,and then invite the frontline teachers to modify it.Finally,we interviewed the participants by using the aloud thinking method to verify the rationality of the cognitive attributes and the establishment of the hierarchical relationship.According to the Q matrix,we select a higher reliability and validity over the years college entrance examination test preparation geometry prediction volume.Using R language to evaluate the parameters of each item of the forecasting volume,select the items that match the model parameters to form a formal test.The second part is to use the DINA model to diagnose 1003 subjects from 3 high schools in Chongqing.Get the mastery probability of each cognitive attribute of students' solid geometry,identify the pattern of the students' solid geometry,classify the group mastery patterns and analyze individual mastery patterns.And provide targeted remedies for teaching solid geometry based on the results.The findings are as follows:(1)The cognitive attributes in the "solid geometry" chapter of high school can be approximately abstracted as a tree branching structure composed of seven attributes.(2)The average probability of mastering the cognitive properties of the student's solid geometry is 0.74.The overall mastery is good,but the probability of mastering the two cognitive properties of the vector's comprehensive use and spatial imagination is relatively low,which is 0.62 and 0.67 respectively.(3)85.27% of the subjects can be classified into 19 ideal grasping modes,of which the master mode is(1111111)is 51.50%,the(1111001)mode is 10.76%,and the(1111011)mode is 9.69%.Other types The number of master models is relatively small,with the proportion below 5%.(4)There is a gender difference in the mastery of stereoscopic cognitive attributes and attribute patterns among students.(5)In terms of diagnostic validity and model fitting,the diagnostic validity is good and the model fitting degree is high.