| On October 13,2020,the Central Government of the Communist Party of China and the State Council published the “General Plan for Furthering Education Evaluation Reform in the New Era”.The programme points out that educational evaluation should make full use of information technology to improve the scientific,professional and objective nature of evaluation.Therefore,in the evaluation of high school students,researchers should resolutely break away from the old concept of only grades,only promotion,and actively explore a new,more comprehensive evaluation system.As a new generation of measurement theory,cognitive diagnosis theory can not only provide students with scores,but more importantly,it can clarify which cognitive attributes students have not acquired.After the analysis of cognitive test,teachers can reformulate teaching objectives and carry out remedial teaching according to the attributes that students have not mastered.Students can clearly know where their knowledge is not after the analysis of cognitive tests,so that they can use the fragmented time to carry out learning.Therefore,on the basis of reading relevant papers on cognitive diagnosis evaluation,this paper combines cognitive diagnosis theory with the characteristics of chemistry disciplines to carry out the research on cognitive diagnosis of electrolytic cell based on G-DINA model.The full text is divided into seven parts.The first part is introduction.The research background of cognitive diagnosis is reviewed from many aspects,and then the electrolytic cell is determined as the research object to carry out cognitive diagnosis research,and the research significance of this paper is reviewed from two dimensions of theory and practice.The second part is literature review.This part sorts out the research status of relevant theories,and collects the relevant research on the knowledge of electrolytic cell in high school on CNKI.The third part is the definition of the core concept and the theoretical basis of the research.The author chooses to define the core concepts such as cognition,cognitive diagnosis,cognitive attribute and attribute hierarchy,and introduces the theoretical basis of test theory,Q matrix theory and G-DINA model in detail.The fourth part is research design.This part systematically expounds the purpose and object of the research,as well as the methods used in the research process,and develops the research ideas pertinently.The fifth part is the compilation of cognitive diagnostic test volume of electrolytic cell.This chapter finally determines six cognitive attributes related to the electrolytic cell,which are the device structure and working principle of the electrolytic cell(A1),the discharge sequence of ions(A2),the writing of anode reaction equation(A3),the writing of cathode reaction equation(A4),the writing of total reaction equation(A5),and the analysis and relevant calculation of the application of electrolytic cell principle(A6).Then a hierarchical relationship between the six attributes is established.Based on this hierarchical relationship,the researchers prepared the electrolytic cell cognitive diagnosis prediction paper,and selected classes to conduct a prediction test to test the quality of the prediction paper.After the analysis,the final test paper of electrolytic cell cognitive diagnosis with 12 questions was formed.The sixth part is the empirical research and teaching suggestions on the cognitive diagnosis of electrolytic cell.In this part,cognitive diagnosis analysis of electrolytic cell is carried out for all the students in grade two of a senior high school in Yan’an City.The fitting degree between G-DINA model and the subjects was tested,and the model was processed with the help of relevant software.The score of the subjects with the same attribute mastery pattern and the score of the subjects with the same attribute mastery were compared and analyzed.Finally,according to the information,suggestions are provided for teachers to carry out structured teaching,pay attention to the cognitive attributes of the difficulties in electrolytic cells,and carry out hierarchical teaching according to the cognitive attributes mastery mode.The seventh part is the research conclusion and prospect.This part draws the following conclusions: First,the rationality of the establishment of cognitive attributes and hierarchical relationships related to "electrolytic cell" in high school;Secondly,to establish the high quality of "electrolytic cell cognitive diagnostic test paper";Thirdly,the selected G-DINA model has a high degree of fitting with the internal knowledge processing state of the subjects;Finally,cognitive diagnostic test is more conducive to teachers to carry out remedial teaching.Finally,the author summarized the shortcomings of this paper,such as the gap between the selected G-DINA model and the students’ reality,and the small number of subjects,etc.,and prospected the future research on cognitive diagnosis. |
