Primary Functions For Second-year Students Based On The RRUM Model Cognitive Diagnosis Research

Traditional educational tests have limitations in providing accurate and scientific feedback on teachers’ teaching and students’ learning.The development of cognitive diagnostic theory and the development of cognitive diagnostic models can not only help teachers evaluate students’ knowledge processing in a fine-grained process,but also help teachers identify students’ learning gaps in a targeted manner,thus effectively reducing the excessive learning burden on students’ shoulders.The RRUM model has been effectively improved on the basis of the unified model with good robustness of parameters,thus becoming a more successful cognitive diagnostic model in the 21 st century.The primary function is the focus of students’ learning in junior high school,and is the foundation for in-depth learning of functions afterwards.Therefore,based on the RRUM model,this paper takes the knowledge of primary functions of the Human Education version as the diagnostic content,and conducts a diagnostic study on the knowledge mastery of the second grade students of W Middle School in Urumqi,and analyzes the causes of students’ cognitive difficulties in primary functions,so as to provide teachers and students with remedial learning paths and remedial teaching suggestions for primary functions.This study is divided into two parts,one is a cognitive diagnostic study of 375 students’ knowledge mastery of primary functions in the second grade of junior high school W in Urumqi.After reading the literature,analyzing the 2022 edition of the curriculum,and discussing with front-line teachers,five cognitive attributes of primary functions and the hierarchical relationship of the attributes were initially identified.Then,the attribute hierarchical relationships of primary functions were adjusted using the oral report method,and their rationality was verified by calculating HCI indicators.Then,based on Q-matrix theory,the primary function cognitive diagnostic prediction paper was prepared by combining the teaching aid materials and first-line teachers’ suggestions,and its quality was analyzed,after which the prediction paper was adjusted to form the official test paper.Then,the quality analysis of the formal test paper and the fit analysis of the model,items,and subjects were conducted to mirror the feasibility of using the RRUM model for cognitive diagnostic research.Second,the RRUM model was used to conduct a cognitive diagnostic study.First,a general analysis of the cognitive diagnosis of primary functions based on the RRUM model was conducted,including the calculation of the probability of attribute mastery for all students and the identification and categorization of attribute mastery patterns.The second is the individual analysis of the primary function cognitive diagnosis based on the RRUM model.Finally,the cognitive difficulties and causes of the different attributes reflected in the students’ primary function test papers are analyzed.The second part is,first,the scientific and specific feedback that students receive so that they can efficiently reach their learning goals according to the feedback intervention theory.Therefore,the learning paths of students’ primary functions are portrayed based on the principle of inclusion relationship.Second,pedagogical recommendations are made based on the analytical results of this study.The specific findings are as follows:(1)Based on the principle of inclusion relationship,eight kinds of learning paths for students to learn primary functions were obtained.(2)The total scores of all subjects were concentrated in the middle and high end,which indicated that the subjects had a good overall mastery of the primary function.(3)All subjects had the highest probability of mastering attribute A1 and the lowest probability of mastering attribute A4,so the teaching of primary functions and equations and inequalities should be strengthened.(4)The EAP algorithm was used to categorize and analyze the cognitive attribute patterns of all the subjects,and 18 attribute mastery patterns were summarized.