Advanced Study On The Core Concept Of "chemical Bond" For High School Students Based On Rule Space Mode

The study on the learning progression of core concepts is based on the horizontal framework and combined with empirical data to conduct evaluation,in order to explore the real development path of students’ concept cognition,and promote the connection between learning theory and teaching practice.Classical test theory and item response theory are the theoretical basis of learning progression assessment tools,which determine students’ cognitive development level and modify the learning progression framework by counting the correct answer rate or item response probability of the subjects.These two theories have been widely used in the study of learning progression.However,there are some limitations in their measurement models.The same score performance of students on the same concept does not mean that the process of cognitive development is the same,so it cannot be applied to the study of multiple paths in the process of learning progression,and it cannot provide more detailed and targeted remedial measures for teaching.The rule space model based on cognitive diagnosis theory can make up for the above limitations,provide the attribute mastery model of the conceptual learning process,get the multiple learning path map of the conceptual learning process,and clearly depict the individual learning process of the subject.In recent years,some studies on learning progression have successfully applied Rule Space Model as evaluation tool,but they are few in number and single in direction,which provides a certain space for the study on the conceptual progression of "chemical bonds".Based on the analysis of curriculum standards of high school chemistry in 2017,different versions of textbooks and the college entrance examination in recent years,this study sorted out the cognitive attributes and attribute hierarchy of the topic of"Chemical Bonds" in the compulsory and selective compulsory stages,and combined with the framework model of"Perspectives of Chemists",constructed the hypothetical framework of learning progression of the topic of "Chemical Bonds"in the compulsory and selective compulsory stages.According to the framework,the evaluation tool for the theme concept of "chemical bonds" was designed and developed,and the preliminary test was carried out with this tool.After that,the evaluation tool was modified and improved according to the preliminary test data,so as to form the evaluation tool for the formal large-sample test of "chemical bonds theme concept of high school students".Finally,SPSS22.0 and Winsteps3.72.0 software were used to conduct statistical analysis on the large-sample final test data,and the "chemical bond"learning progression framework was modified based on the average value of students’ability,and the multiple learning paths of students’ concept cognition were analyzed with self-programmed Matlab software.The main contents of the study are as follows:(1)Build a hierarchical model around the core concept of "chemical bond";(2)Develop cognitive diagnostic tools and test their quality;(3)The rule space model was applied to the cognitive diagnosis of the core concept of "chemical bond" for the students of senior one,senior two and senior three;(4)revise the learning progress of the concept and attribute of "chemical bond";(5)Analyze and discuss the advanced level development of the concept and attribute of"chemical bond" among students of different grades.The conclusions of this study are as follows:(1)The "chemical bond" attribute hierarchy model is proved to be reasonable,the compulsory stage model includes four attributes,and the optional required stage includes six attributes.(2)The test paper of"Chemical Bonds" can be applied to large sample test,and the test paper analysis data based on item response theory shows that the test paper is of good quality.(3)The advanced level framework of "Chemical Bonds" theme learning for senior high school students is scientifically constructed,and the specific items of the concept of "Chemical Bonds" are presented respectively.(4)The overall ability distribution of high school students presents a normal distribution,in which most students in the compulsory stage are at level 1 and level 2,while most students in the optional required stage are at level 2 and level 3.Some high-level attributes in the two-stage hierarchical model need to be remedied.(5)Students of different grades have different learning levels of "chemical bonds".There are significant differences in the performance of students of grade one and grade two.The students of grade one are mostly at level 1 and level 2,while the students of grade two are mainly at level 2,level 3 and level 4.