Research On Cognitive Diagnosis Of Periodic Law In Senior High School Based On G-DINA Model

In October 2020,with the issue of the "Overall Plan for Deepening Educational Evaluation Reform in the New Era",China officially opened the prologue to education evaluation reform.The plan pointed out that it is necessary to improve the evaluation of primary and secondary schools and rely on information technology to strengthen the use of monitoring results,so as to improve the scientific,professional and objectivity of educational evaluation.However,at present,in traditional Chinese basic education with deep-rooted test-oriented education,some teachers and students focus on the resultant factors such as scores and rankings,which leads to the neglect of students' cognitive process of obtaining scores and weakens the role of evaluation in promoting education guidance.As a new generation of test theory,cognitive diagnosis theory integrates three aspects of knowledge,including cognitive psychology,psychometrics,and computer science.This theory not only pays attention to the assessment of the individual's ability level at the macro level,but also can in-depth study the internal knowledge structure and psychological processing of students,and realize the diagnosis and evaluation of the individual cognitive development status,thereby providing evidence-based guidance for teachers' teaching and students' learning.Therefore,this article is mainly based on the cognitive diagnosis theory,and periodic law as the carrier,to carry out the applied research of chemistry teaching evaluation.The paper mainly includes the following parts:The first part is introduction.This part first describes the research background,and then sorts out the research status of cognitive diagnosis and the periodic law at home and abroad,determines the research problems and starting points of this paper,and discusses the significance of this study from multiple perspectives.The second part is a summary of related concepts and theories.This part defines the concepts related to cognitive diagnosis theory,including cognition,cognitive diagnosis,cognitive attributes of cognitive diagnosis model,attribute hierarchy relationship and Q matrix,and then introduces the mathematical expressions of common cognitive diagnosis models.The third part is research design.This part puts forward the research content,research objects,research methods and research ideas of this research as a whole.The fourth part is the study of cognitive attributes.Through text analysis of curriculum standards,textbooks,etc.,this research defines six cognitive attributes of periodic law,namely atomic structure(A1),periodic table(A2),periodic law(A3),The properties and uses of substances based on representativeness and classification(A4),the application of the periodic table and periodic law(A5),properties and uses of substances based on the understanding of "position-structure-property" of elements(A6).Combined with the layout commonality of different versions of textbooks and expert opinions,a reasonable hierarchical relationship of the cognitive attributes of the periodic law is constructed.The fifth part is the research of diagnostic tools.Based on the Q matrix theory,a tool for cognitive diagnosis of the concept of periodic law was developed,and the quality of the test was further tested based on the classical test theory and item response theory.According to the quality test results,the diagnostic tool was revised to form a qualified cognitive diagnostic test tool.The sixth part is empirical research.Taking high school students from a middle school as the research object,through paper-pencil tests,the students' response data are fitted with different cognitive diagnosis models.The model with the best fit degree is selected as the basis for the next step of cognitive diagnosis analysis,so as to get the students' cognitive diagnosis results about the periodic law.The last is the research summary and outlook.The research draws the following conclusions:(1)The hierarchical relationship of cognitive attributes of the periodic law in the compulsory stage of high school is reasonable and effective;(2)The reliability and validity of the cognitive diagnostic test questions of the periodic law attributes in senior high school are reliable and valid;(3)The G-DINA model can be applied to the cognitive diagnosis analysis of the periodic law in high school;(4)Six attributes are different in the mastery of 430 subjects;(5)There were six learning paths for all the subjects on the content of periodic law in high school.On the basis of the research conclusion,this paper further discusses the enlightenment of the research and the prospect of the follow-up research.