Construction And Application Of Cognitive Diagnosis And Remedy Teaching Model Based On Forgetting Curve

It has become the trend of education development to pay attention to differences,respect individuality and carry out individualized teaching.How to remedy the problems existing in students’ study is one of the key links in the implementation of individualized teaching.At present,the application of cognitive diagnosis in teaching can accurately evaluate the knowledge state of students and improve the individualized degree of teaching.However,due to the lack of scientific review and consolidation methods,with the passage of time,learners no longer consolidate and strengthen the remedied knowledge,which makes the retention rate of memory decline,especially easy to forget and grasp the knowledge that is not solid enough.This leads to the accumulation of problems,causes obstacles to the follow-up knowledge learning and affects the learning effect.In order to solve this problem,this paper constructs a cognitive diagnosis and remedy teaching model based on the forgetting curve under the guidance of Ebbinghaus forgetting curve.Firstly,according to the rule of forgetting critical point revealed by forgetting curve,the key forgetting node is selected,and the time node of remedial teaching is determined according to the characteristics of actual teaching.Then,according to the state of knowledge after each cognitive diagnosis test,determine whether remedial learning is needed and the knowledge units that need to be remedied this time.Finally,the remedial knowledge units are topologically sequenced,and the teaching system provides students with a reference remedial learning path.At the same time,the remedial learning resources are pushed to enable students to carry out personalized remedial learning activities at the remedial time node,so as to form a long-term memory and ensure the remedial learning effect.In order to make the model conform to the actual teaching process,the research carried out teaching design on this basis,so that teachers and students can learn and apply in the actual remedial teaching.In order to verify the effectiveness of the model,this study selected "computer network" as the teaching content,and conducted 11 weeks of teaching experiments,and analyzed and evaluated from three aspects: remedial learning effect,student satisfaction and teacher feedback.The results show that the model can make students carry out personalized remedial learning at scientific time,help students to make up for cognitive defects,and long-term memory of remedial knowledge to ensure the effect of remedial learning.At the same time,teachers and students are also satisfied with the model.The next step is to optimize the remediation time node and remediation learning resources,and strive to make the model more perfect and more generalized.