Construction And Application Of "Self-Directed Learning" Teaching Model Supported By Cognitive Diagnosis

In the process of vigorously promoting the new curriculum reform and accelerating the construction of education informatization,the teaching mode of "self-directed learning" has achieved certain results.However,because the model mainly evaluates students through classroom observation and in-class tests,there are problems in its application process,such as the lack of timely feedback information and inaccurate analysis of students' knowledge points,which affect the teaching effect of the model.In order to solve these problems,based on humanism theory and learning pyramid theory,this paper chooses attribute hierarchy model as the cognitive diagnosis model,integrates cognitive diagnosis into the "self-directed learning" teaching mode,and constructs the "self-directed learning" teaching mode supported by cognitive diagnosis.The model is divided into three stages: in the preparatory stage of cognitive diagnosis,the cognitive attributes and the hierarchical relationship between attributes are determined by consulting materials,consulting experts and questionnaires.According to Q matrix theory,the test blueprint is obtained,and the teaching resources are prepared.In the stage of cognitive diagnosis,the cognitive diagnosis system is used to quickly and accurately determine each student's mastery of knowledge points,and the knowledge status of students is obtained by the discriminant method of attribute hierarchy model,and the diagnosis report is generated.In the reporting stage of diagnostic results,teachers and students get diagnostic reports.According to the diagnostic reports,students carry out self-remedial learning,peer-to-peer remedial learning and group cooperative remedial learning.Teachers conduct general and individual classroom guidance.Students' actual knowledge status moves towards the expected state of knowledge mastery.In order to verify the feasibility of this model,it is applied to the information technology curriculum of senior high school.The results show that the teaching mode of "self-directed learning" supported by cognitive diagnosis can accurately grasp students' cognitive status,timely discover students' cognitive deficiencies,and finally achieve better classroom teaching effect.