Research On The Management Of Mathematics Homework In Junior High School Under The Background Of "Double Reduction"

With the release and landing of the "double reduction" policy,people have begun to pay great attention to high-quality school homework management,and pay more and more attention to the issue of "how to provide a high-quality homework for every student".In fact,as an important part of school education and teaching management,homework management not only has a direct impact on the improvement of school education and teaching quality,but also is related to the after-school remedial teaching effect of teachers and the future development of students.As far as China is concerned,high-quality homework design in line with learning laws has become the current mainstream value orientation,and it is also a responsibility that today’s schools cannot shirk.Therefore,how to build a "high-quality school homework management system" is not only a problem that education administrative departments,schools and teachers urgently need to solve together,but also an inevitable requirement to break through the dilemma of excessive quantity,low quality and functional alienation of students’ homework.In view of this,this paper attempts to focus on the deep integration of cognitive diagnosis technology and school homework management from the perspective of cognitive psychology,apply cognitive diagnosis theory to the management of mathematics homework of junior high school students,and rely on students’ mathematical homework to show the cognitive development characteristics and learning paths of students,in order to explore the application path of cognitive diagnosis in the problem solving of students’ homework management.Starting from the theory of cognitive diagnosis,this study took the first-grade students of middle school B in City A as the research object,used text analysis method and interview method,and compiled the cognitive diagnosis assessment paper on the basis of collating and analyzing relevant literature,and using the knowledge of junior high school onedimensional equation as the assessment medium.After selecting the GDM model to diagnose and evaluate the mathematics core literacy of all junior high school students,the diagnostic assessment results were studied with the help of SPSS and flex CDMs,and the development status and development path of all junior high school students in mathematics core literacy were described and analyzed,the differences in attribute mastery probability and attribute mastery mode of students at different levels were explored,and the cognitive diagnosis results of one class were selected for in-depth analysis.Finally,the following conclusions are obtained:(1)Cognitive diagnostic assessment applied to homework evaluation can obtain students’ fine-grained assessment information,which is helpful for teachers to carry out remedial teaching;(2)Cognitive diagnosis assessment can accurately reflect the development of student groups and individuals at the same time,which is conducive to the implementation of accurate teaching based on diagnostic assessment;(3)The overall development of students’ four literacies of reasoning ability,model concept,data concept and application awareness is slightly insufficient;(4)There are significant differences in the development of attribute mastery probability and attribute mastery mode among students at different levels.Based on the above analysis,this paper argues that school homework management should be optimized from four aspects: first,optimize the school homework concept and build a scientific homework management system;Second,focus on students’ mathematical literacy and establish the concept of homework design for large units;Third,pay attention to the efficiency of operation feedback and build an operation evaluation system for accurate diagnosis;Fourth,reduce the burden of students’ homework and establish an intelligent push homework feedback mechanism.In summary,this study focuses on the current situation of schoolwork,evaluates students’ development in mathematics core literacy based on cognitive diagnosis theory,and preliminarily discusses the application methods and approaches of cognitive diagnosis in students’ homework management,but there are still loopholes and shortcomings,and the research can continue to be improved from the perspectives of "using automated multi-level scoring model,expanding and improving student samples,and conducting comparative research before and after testing".