Investigation Of The Study Of Trigonometric Functions In Senior One Based On Cognitive Diagnosis

With the development of a new generation of measurement theory,educators are no longer satisfied with evaluating students 'ability from a macro perspective,but instead want to focus on students' cognitive processes and psychological activities from a micro perspective.The core of the new generation of measurement theory,cognitive diagnosis theory,diagnoses students' ability level and cognitive structure from two aspects of cognitive psychology and measurement,and aims to promote the development of students.Based on the theory of cognitive diagnosis,the study uses the DINA model to diagnose the learning of trigonometric functions for first-year students.Based on the trigonometric functions of Chapter Four of High School Mathematics Compulsory,the appropriate test papers are used to diagnose the state of students' knowledge,and the diagnosis results are analyzed to provide concrete and clear evidence for teachers to take effective remedial measures.The research mainly includes the following:First,the AHM model is used to construct the cognitive model of trigonometric functions in Chapter 1 of Mathematics Compulsory Four for High Schools.It is determined that the cognitive model of this study includes a total of 7 cognitive attributes in the knowledge attribute dimension,and the hierarchy between attributes is specified.Secondly,compile corresponding test papers based on the constructed cognitive model,and make a small-scale prediction to analyze the quality of the test,and verify the rationality of the constructed cognitive model,thereby determining the final testing tool.Finally,the subjects were formally tested,through the DINA model and the MLE method to analyze the response mode of the test items,according to the data analysis results to determine the knowledge status of the subject,which provided a basis for teachers and students to remedy the specific situation.The main research conclusions of this paper are:(1)The cognitive model of the first-year students' trigonometric function learning is constructed reasonably and is in line with the students' cognitive activities.(2)It is feasible to use cognitive diagnosis to discriminate the individual's trigonometric knowledge status.Provide remedial measures for teachers.(3)Cognitive diagnosis evaluation results are more comprehensive and accurate than test score evaluation results.(4)Different levels of school subjects overall have differences in trigonometric function mastering,and higher level school subjects overall for all The mastery of attributes is better than lower level schools.