Exploration And Analysis Of Individual Cognitive Structure From The Perspective Of Cognitive Diagnosis Models

With the advent of the educational information 2.0 era,teaching,service and management in the information link have changed dramatically.It has become a development trend in the era of education big data to make use of information technology to quantify students’ subject literacy,to implement personalized and precise teaching,then to achieve the establishment of a personalized service system.In order to establish the system,an indispensable link is the realization of teaching measurement based on diagnosis as a strategy.After psychological measurement method based on the Classical Test Theory has been widely adopted and applied,the Item Response Theory makes the measurement of latent variables possible.At the same time,the Cognitive Diagnosis Models define the student’s ability level in discrete dimensions based on Item Response Theory and hence realize the excavation and analysis of the individual cognitive structure for each student.This research starts from the perspective of empirical research on mathematics classroom teaching in high schools in China.And it combines the definition of mathematics literacy in International Large-scale Assessments such as PISA and TIMSS with China’s general high school mathematics curriculum standards.Afterwards the research applies expert judgment and factor analysis to compare the Expert and Empirical Q Matrix.At the same time,Bayesian posterior probability is introduced to compare and select among seven cognitive diagnosis models,and EM algorithm in statistics is utilized to learn about the performance of all students and individuals,during which the cognitive structure is estimated and mined.The research shows that the Empirical Q Matrix with DINA and DINO models are suitable for further analysis.The analysis is mainly carried out on four dimensions:(1)Inferring the distribution of their skill classes;(2)Group mastery probability of each attribute;(3)Mastery probabilities of items;(4)Skill class profiles of representative examinees.Through the discussion of the above four aspects,on the one hand,subject teachers are always supposed to pay attention to the overall academic situation of students and adjust overall teaching progress accordingly.On the other hand,teachers are highly encouraged to provide targeted teaching advice in a timely manner with regard to the individual differences to explore the establishment of a personalized education service system,and ultimately provide students with customized and accurate teaching service.