Cognitive Diagnosis Of High School Students' Sequence Knowledge Based On DINA Model

The research background of this paper is based on the fact that teachers only know the good and bad of students' knowledge learning after they get the score,but they don't know the internal knowledge structure of students,so they need to carry out cognitive diagnosis of students' knowledge structure,which leads to the cognitive diagnosis theory.On the basis of traditional score diagnosis,cognitive diagnosis can understand the internal knowledge structure of students through cognitive diagnosis model,and also can provide teachers with more detailed teaching information.Sequence knowledge contains a lot of mathematical thinking methods,which is also the link between middle school mathematics and higher mathematics.At the same time,sequence knowledge contains many knowledge points and problem-solving methods,which is difficult for high school students.For teachers,understanding the knowledge structure of students in the chapter of sequence can provide strategies for their teaching.Based on this,this paper chooses to use cognitive diagnosis theory to carry out cognitive diagnosis of students' sequence knowledge.This study is divided into two parts.The first part is the development of the series cognitive diagnosis test paper:through the study of curriculum standards,as well as references,and at the same time with the front-line teachers to discuss the cognitive attributes and hierarchical relationship of the series.Through oral report method to verify the hierarchical relationship of attributes,according to the Q matrix to select test questions to prepare series cognitive diagnosis test paper.At the same time,the reliability,difficulty,discrimination and DINA parameters of the test questions are evaluated through the pre-test,and reasonable modifications are made.The second part is the formal test.Based on DINA model,220 students from Xiangyang City high school were tested.After processing and analyzing the data,the probability of mastering cognitive attributes,cognitive attribute model and cognitive attribute model of four classes were obtained.At the same time,it discusses the gender differences in the probability of mastering attributes between men and women and the gender differences in the mode of mastering attributes between men and women,and gives corresponding teaching suggestions according to the analysis results.The main results are as follows:(1)The cognitive attributes of sequence knowledge are determined as six cognitive attributes and the corresponding hierarchical relationship of cognitive attributes is determined.(2)The average mastering probability of students' cognitive attributes is 0.74,and A6(comprehensive application of sequence)is relatively poor.(3)89.55%of the students could be classified into 11 ideal mastery modes,among which 111111 accounted for 38.18%,followed by 111110 accounted for 19.09%.(4)There are differences between boys and girls in mastering patterns,and the probability of mastering cognitive attributes is also very different.Boys' A6(comprehensive application of sequence)is better than girls,while girls' probability of mastering other five cognitive attributes is better than boys.(5)According to the two parameters of DINA model,as well as the difficulty,discrimination and reliability of the test questions,we can see that the fitting degree of DINA model in this study is high.