The Cognitive Diagnosis And Teaching Remediation Research On Linear Equation With One Unknown For The Seventh Grade Students

Cognitive diagnosis theory breaks the limitation of traditional measurement that only focuses on test results.It combines psychology with measurement to analyze the psychological cognitive process of the subjects in the test,and diagnose the cognitive structure of the subjects by identifying the ideal mastery mode of the subjects,so as to provide information for the teachers to carry out formative evaluation.Based on the theory of cognitive diagnosis,the dissertation analyzed the level of students' mastery of knowledge structure in the chapter of linear equation with one unknown for seventh grade students,and selected some students with missing attributes to design targeted remedial teaching.There are two major components of the research as follows.Firstly,research on cognitive diagnosis of linear equation with one unknown for seventh grade students.Based on the literature and discussion with experienced teachers,the six cognitive attributes of the linear equation with one unknown are determined as follows: the content attribute A1(the basic concept of the linear equation with one unknown),the process attribute A2(algebra rules),A4(language translation),A5(express implicit relations),the skill attribute A3(solve linear equation)and A6(application of the linear equation).On this basis,the hierarchy relationship of cognitive attribute is determined.Using the matrix theory textbooks or adaptation of high reliability and validity of test questions compiled to predict the examination paper.In the preliminary testing stage,there are 60 seventh grade students taking part in the testing.Then carries on the qualitative to the rationality of the attribute hierarchy(oral report method)and quantitative index(HCI),according to the test results analysis,reliability and validity of the difficulty in the process of the examination paper,degree of differentiation,and modify the model parameters of exam form formal test paper.Finally,seq-GDNIA model was used to study the cognitive diagnosis of 347 subjects from four middle schools in three cities of Sichuan Province.SPSS and Excel software were used to statistically analyze the responses of the subjects by taking individual students and schools as units.The probability of mastering the attributes and the ideal response pattern of each subject were identified,and the knowledge mastering situation of students was classified by the pattern.To analyze the differences between boys and girls,urban schools and rural schools in the probability of cognitive attribute mastery and the classification of ideal mastery model.The second part is the study of remedial teaching based on cognitive diagnosis results: firstly,exploratory cluster analysis is used to determine the cluster number of all subjects' attribute mastery probability,then the principle of inclusion relation is used to describe the learning path,and finally,a class of subjects missing an attribute is selected to remedy the problem by using the learning path chart.The research conclusions are as follows :(1)The total scores of all the students are concentrated in the middle and low end,and there are differences among different schools.The average value of urban schools is higher than that of rural schools.(2)All students had the best mastery of A2 attribute,while A5 and A6 attribute were the worst.There are significant differences between urban schools and rural schools in all attributes,and the probability of rural schools' attribute mastery is lower than that of urban schools.There are significant differences between boys and girls on attribute A3-A6.The probability of girls mastering attribute A1,A4,A5 and A6 is higher than that of boys,but the probability of attribute A3 is lower than that of boys.(3)Based on EAP algorithm,270 students are classified into 12 attribute mastery modes,and the classification rate reaches 77.8%.Among them,000000 and 111100 modes account for the highest proportion,followed by111111 modes,and 010100 and 111110 modes are the least.Compared with the proportion of male students classified as mode 111111,the proportion of female students classified as mode 111111 is higher,and the proportion of female students classified as mode 000000 is lower than that of male students.(4)Using SPSS software,the attribute mastery probability of all subjects was divided into eight potential knowledge states by exploratory cluster analysis,and three learning paths were divided by inclusion principle.The subjects who only mastered the attributes of A1 and A2 were selected.The remedial teaching of PKS5 ? PKS4 ? PKS2 ? PKS1 path was adopted,that is,first remedial attribute A3,then remedial attribute A4,and finally remedial attributes A5 and A6.