Instructionaldesign And Application Research Of Dynamic Hierarchical Teaching Based On Cognitive Diagnosis

The Outline of National Medium and Long Term Educational Reform and Development Planning puts forward that we should pay attention to teaching students according to their aptitude,pay attention to the different characteristics and personality differences of students,develop the advantages and potentials of each student,and promote the reform of teaching management system such as hierarchical teaching.However,in the specific implementation process of stratified teaching,problems such as students staying at the same level for a long time after initial stratification,lack of pertinence in learning content and so on,lead to their low learning enthusiasm and slow improvement of their grades.In this regard,this paper carries out a dynamic hierarchical instructionaldesign and Application Research Based on cognitive diagnosis.On the basis of reviewing the related work at home and abroad,guided by the theory of teaching students according to their aptitude and the latest development zone,and supported by cognitive diagnosis technology,this paper presents a dynamic hierarchicalinstructionaldesign scheme based on cognitive diagnosis.The scheme is as follows: firstly,DINA model is selected to carry out cognitive diagnosis,and the master information of students' knowledge learning at a certain stage is obtained,so that students can be stratified and appropriate remedial learning resources can be provided;secondly,dynamic stratification is designed to cluster students with the same or similar state of knowledge mastery into the same level,combining with the actual teaching situation,the number of stratified levels and the number of students at each level are determined.At the end of each stage of learning,the learning platform is used to dynamically adjust the level of students,to ensure that students can flow freely between different levels,and to achieve the goal of continuous progress at the level suitable for their own learning.Finally,a dynamic hierarchical scheme is formed,which includes curriculum process,teacher activities and student activities.In order to verify the feasibility of the instructionaldesign,it is applied to the practical teaching of information technology course in the eighth grade of junior middle school.The results show that the dynamic hierarchical instructionaldesign based on cognitive diagnosis can effectively solve the problem that students can not break through the limitations and have no pertinence in learning content after staying at the same level for a long time,and students' learning enthusiasm and learning efficiency are also significantly improved.The next step is to study how to simplify teaching steps and arrange teaching links more scientifically.