Research On The Cognitive Diagnosis Of The Derivative Of Unary Function And Its Application Learning In High School Students

With the further development of the curriculum reform in our country,higher requirements have been put forward for the educational evaluation methods.The new curriculum reform advocates the integration of teaching evaluation and emphasizes the promotion of teachers’ teaching improvement and students’ learning progress through evaluation.However,the traditional educational evaluation method based on classical measurement theory is still used in Chinese school education at present.Students are graded and evaluated or screened according to test scores.In this way,it is difficult to probe the knowledge structure and cognitive process of individual students.For the guidance of subsequent teaching,teachers often rely on the empirical analysis of test papers.Cognitive diagnosis can make the potential knowledge structure of students into observable attribute mastery pattern and attribute mastery probability,accurately reflect the micro knowledge structure of students,and make up for the shortcomings of traditional tests.Under the guidance of cognitive diagnosis theory,this study selected the seq-GDINA model to study the cognitive diagnosis of high school students’ learning of derivatives of unary functions and their applications.Firstly,the cognitive model of the derivative of unary function and its application is constructed.Secondly,according to the Q matrix theory,the cognitive diagnostic test paper of the derivative of the unitary function and its application is prepared,and the rationality of the cognitive model construction and the quality of the test paper are tested through the pretest.According to the results of the pretest,some questions are adjusted to form a formal test paper with good quality.Two hundred students from a middle school in Mianyang,Sichuan Province participated in the formal test.EXCEL,SPSS and other software as well as the cognitive diagnostic analysis platform were used to analyze the formal test data,and the derivative of the unary function and the mastery probability and mastery mode of the applied cognitive attributes of all students were obtained.Finally,according to the results of diagnosis,some suggestions are put forward for the new teaching and remedial teaching of the derivative of unary function and its application.This study draws the following conclusions:(1)The derivative of unary function and its cognitive model are reasonable.The chapter knowledge of the derivative and its application of unary function can be divided into five cognitive attributes,and the hierarchical relationship of attributes is linear.(2)The diagnostic test paper compiled according to Q matrix is more scientific,reliable,reasonable differentiation and difficulty.(3)High school students have different probabilities of mastering the derivatives of unary functions and their applied cognitive attributes.Have a good command of the monotone of derivative operation and using derivative to study function;General understanding of the concept and meaning of derivative;He is poor in studying extreme value and maximum value of function by using derivative and solving constant establishment problem by using derivative.In addition,there are class differences and gender differences among high school students in the mastery probability of the derivative of unitary function and its application.(4)There are differences in the mastery mode of the derivative of unitary function and its application.Nearly half of the subjects mastered 4 or more cognitive attributes;About a quarter of the subjects mastered three cognitive attributes,and about a quarter mastered only one or two cognitive attributes.In addition,the attribute mastery model can reflect the knowledge of the subjects better than the total score of the test.