Cognitive Diagnosis Of Junior Middle School Students' Probabilistic Learning Based On DINA Model

Since the emergence of probability theory,it has played an important role in social development.However,the probability content formally entered the curriculum of primary and secondary schools in China at the beginning of the 21 st century.On the one hand,in the practice of education and teaching,it has not caused enough attention of teachers.Affected by deterministic thinking,students also have some difficulties in learning probabilistic knowledge.On the other hand,with the development of the new generation of measurement theory,cognitive diagnosis has gradually penetrated into the field of discipline.Cognitive diagnosis can be used to understand the mastery of knowledge and knowledge structure of the subjects and to provide specific and effective diagnostic information for teaching.So this article takes the probability content as the knowledge carrier,based on cognitive diagnostic theory,and developed a probabilistic cognitive structure diagnostic test tool to investigate the knowledge acquisition of junior high school students.This paper adopts four research methods: text analysis method,questionnaire survey method,test volume survey method and interview method.The survey randomly selected 342 junior high school students from three major types of Shijiazhuang,such as key middle schools,general middle schools and vocational middle schools.The research is mainly divided into two parts.The first part is the development of diagnostic test tools:First,analyze the texts of the "Mathematics Curriculum Standards for compulsory Education(2011Edition)" and textbooks etc.Preliminary determination of probabilistic cognitive attributes and attribute level models.Then modify and verify the rationality through the first-line teacher's questionnaire and the student's oral report.Selecting or adapting test questions with good reliability and validity based on Q matrix.The second part is the diagnostic analysis: First,qualitative analysis of typical answers to individual knowledge of students.Then use the DINA model to analyze the probability of mastering each attribute of the students,assign the model to the knowledge mastery,and estimate and fit the model through parameters.Finally,analyzes whether there are gender differences in the mastery of probability knowledge among students.Based on the analysis of the student's answer,the following conclusions are obtained:(1)Cognitive attributes,attribute hierarchy model is basically reasonable.(2)Students' misinformation in probability knowledge is relatively concentrated.(3)Students basically grasp the cognitive attributes involved in probability.Students have a good grasp of attribute A1(random event).The mastery of attributes A3(classical probability)and A4(estimating probability with frequency)is relatively poor.To a certain extent,it is similar to the mastery of students' attributes from the perspective of teachers.In the master pattern,the ideal rate of the four schools is 76.55%,which can attribute most students to the seven ideal master patterns.Among them,the students of school S2 have a good grasp,followed by school S1 and school S3,and the students of School S4 perform poorly relatively.The results of the survey are related to the type of school and the learning base of the students to a certain extent.(4)There are certain gender differences in the students' mastery of attribute mastery and attribute mastering patterns.Girls' performance is slightly worse than boys'.However,there was no significant difference in the total score of the test.Finally,based on the survey results,the author puts forward some suggestions for teachers' teaching practice based on three parts of probability knowledge,four cognitive attributes and six mastery modes(0000,1000,1001,1100,1100,1101,1110).