Study On The Learning Progression Of "Chemical Reaction And Thermal Energy" In High School Chemistry From The Perspective Of Cognitive Diagnosis

At present,the international situation is becoming increasingly tense,the international competition is becoming more and more fierce,and the requirements for talent training are gradually raised.In the face of many challenges,many countries have carried out a new round of curriculum reform one after another,and a large number of research results have emerged,which greatly promoted the reform and development of education.As one of the hot topics in the field of international science education,learning progression aims to change the current situation of fragmented learning content in science curriculum.At present,most studies on learning progression construct a progression model based on the assumption that "students’ ability is continuous",and the obtained learning progression model is mostly a single learning path,while the process of students’ cognitive development is often complex,multi-path and personalized.Therefore,this study attempts to develop a learning progression model and design a learning path map based on cognitive diagnosis theory,so as to provide a new research idea for the construction of chemical concept learning progression and a basis for students’ personalized evaluation.Through the analysis of the evaluation method in the chemistry curriculum standard and the interpretation of the significance and function of learning progression,combined with the needs of current students’ personalized development,the background of the research is expounded.By combing and analyzing the literature related to cognitive diagnosis theory,learning progression theory and the concept of "chemical reaction and thermal energy",the purpose,significance and overall idea of the research were determined.The learning progression,cognitive diagnosis,cognitive attribute hierarchy and cognitive diagnosis model are defined.Guided by Q matrix theory and cognitive development theory,the cognitive attributes of the concept of "chemical reaction and thermal energy" are defined: A1(endothermic reaction and exothermic reaction),A2(energy change and chemical bond),A3(reaction heat and enthalpy change),A4(thermochemical equation),A5(Hess’ s Law),determine the hierarchical relationship between the cognitive attributes,Based on the hierarchical relationship of attributes combined with the ChemQuery evaluation system,a learning progression model of the concept of "chemical reaction and thermal energy" is proposed.Based on the cognitive diagnosis theory,the Q matrix of the concept of "chemical reaction and thermal energy" was established,and the Q matrix of the test for the design of the project questions was calculated.The DINA model with the best fitting degree to the answer data was selected through the predictive test for data analysis,and the diagnostic tool was revised according to the quality test results.Finally,a cognitive diagnostic measurement tool that meets the measurement criteria was formed.In order to complete the revision of the concept of "chemical reaction and thermal energy" learning progression model and the design of learning path,9 classes of different levels in the second grade of a high school in Guilin,Guangxi were selected as research objects.The concept of "chemical reaction and thermal energy" of students was diagnosed through pen and paper test,and the predetermined learning progression model was revised according to the cognitive diagnosis results of students.Finally,four levels of learning progression and expected learning performance were obtained,four learning paths were determined,and a report of students’ cognitive diagnosis results was generated.Through the above analysis,the following conclusions are drawn: it is feasible to construct learning progression based on cognitive diagnosis theory,the cognitive attributes and attribute hierarchy of this study are reasonable,and cognitive diagnostic tests can provide data support for students’ personalized development.Combined with the above student cognitive diagnosis report,some teaching or learning suggestions are put forward for teachers and students,and some shortcomings in this study are also found.For teachers,they should attach importance to structured teaching,be good at using modern information technology to provide students with personalized teaching guidance,and for students,they can find their shortcomings through diagnosis and remedy them in time,and change the previous learning style.In this study,only the thermal energy was studied,not the energy system of the entire chemical reaction,and the content was slightly thin;There is a lack of longitudinal comparative research on the selection of research subjects only for high school sophomores;The research methods are mainly carried out in a quantitative way,and the qualitative research is not rich enough.