Mathematical Cognitive Structure Diagnosis Of Junior High School Students Based On Seq-GDINA Model

The original cognitive structure in the student's head is the premise and basis for the students to learn new knowledge,and it is also an important factor affecting their learning effect.Then,teachers need to know the existing cognitive structure of students before they can choose effective teaching methods and teaching strategies,and then develop and improve the cognitive structure of students.However,the current teachers' understanding of students' learning is still mainly carried out through traditional tests.On the one hand,traditional tests can better assess students' learning situation from a macro perspective,but they cannot measure the knowledge system formed in the students' minds,and they cannot comprehensively and specifically reflect the state of students' cognitive development.On the other hand,with the development of a new generation of measurement theory,cognitive diagnosis has gradually penetrated into the subject area.The diagnosis results guided by this theory can not only measure students' learning situation from the macro scale,but also understand the participants' micro-cognitive state of knowledge content and structure.Based on the theory of cognitive diagnosis,this paper uses the junior high school congruent triangle content as a knowledge carrier to develop a cognitive structure diagnostic test tool to investigate the knowledge of eighth grade students.This article takes the content of congruent triangles of the second grade human education version as the knowledge carrier,and compiles a set of test tools for exploring students 'mathematical cognitive structure under the guidance of cognitive diagnostic theory,and provides practical cases forteachers to fully understand the students' learning situation.This paper adopts a combination of test questionnaire survey method and questionnaire survey method.The survey object is 557 eighth grade students from a key middle school in Chongqing.This article is mainly divided into two parts.The first part is the preparation of survey tools:(1)First analyze the eighth grade human education version of mathematics teaching materials,determine the cognitive attributes of the content of the "Congruent Triangle" chapter and its attribute hierarchy model,and then discuss and modify with the first-line middle school teachers,and then based on Q Matrix selection or reorganization of test items with high reliability is compiled into volumes.Then carry out a prediction test,analyze the difficulty,reliability,and discrimination of the test paper according to the test results,and use the HCI value to check the rationality of the attribute hierarchy,and select or modify the test questions that meet the model parameters to form a formal test paper.(2)Design a questionnaire for the eighth grade students 'learning mathematics from the three parts of learning method,cognitive strategy and self-cognition,so as to reflect the relevant information of students' mathematical cognitive structure.The second part is the diagnostic analysis:Firstly,statistical analysis was made on the responses of students by individual students and class groups,and then the seq-GDINA model was used to analyze the mastery of each attribute of the students,and to classify the students 'mastery of the models;Finally,the first is to analyze whether there are differences in mastery of cognitive attributes between the superior and underachievers,boys and girls from a quantitative perspective,and the second is to analyze the factors that cause the differences from a qualitative perspective based on the questionnaire.According to the statistical results,using Excel,SPSS software and R language to analyze the students' answers,we can get the following conclusion:(1)The performance of all the subjects on each topic is good,and the scores are concentrated in the middle and high sections;however,there is a gap between the classes and the internal distribution of the classes is uneven.(2)The seq-GDINA model is acceptable for the diagnosis of the test questions in this study,and its accuracy rate is high.(3)There is a difference in the probability of grasping the cognitive attributes of each class,and the understanding of each cognitive attribute is not deep enough,especially the nature of congruent triangles,and the knowledge in this section cannot be comprehensively applied to the topic.(4)Among the 12 types of ideal attributes,the category of the mastery mode to which the subjects belong is relatively concentrated,and nearly half ofthe subjects can master the five cognitive attributes required for solving the problems in this section,which is the(11111)mode.(5)Subjects with different scores may have the same mastery of knowledge structure,while subjects with the same score may have different mastery of knowledge.(6)There is a significant difference in the mathematical cognition structure of the knowledge of "congruent triangles" between the superior students and the less advanced students,and the superior students group is significantly better than the less advanced students group;In terms of gender,the score distribution between male and female students,The differences in attribute grasp probability and pattern are not obvious.(7)The improvement of students 'internal cognitive structure is closely related to factors such as students' learning methods,processing strategies and self-knowledge.Finally,based on the survey results,suggestions are made for teachers' teaching practice in terms of congruent triangle chapter knowledge,five cognitive attributes,seven attribute mastery modes,and student learning methods and strategies.