Research On Personalized Guidance Based On Cognitive Diagnosis ——Take High School Electromagnetic Induction Subject Matter As An Example

With the popularization and development of basic education,in school education,the demand for personalized teaching has been constantly raised,but in reality,it is difficult to achieve personalized teaching in traditional classrooms.To realize personalized teaching,personalized evaluation is a prerequisite.However,although the classic measurement evaluation theory is widely used,it is difficult to meet the requirements of personalized evaluation.In recent years,as a representative of a new generation of measurement theory,cognitive diagnosis assessment theory has received extensive attention in the field of education.Many researchers at home and abroad have developed and optimized cognitive diagnosis models for application in subject teaching,providing personalized evaluation for subject teaching,Diagnose students' cognitive process,processing skills or knowledge structure,and provide a basis for further personalized teaching.Can cognitive diagnostic assessment theory be effectively used in physics teaching evaluation to provide students with detailed information on the learning level of each knowledge point? According to the results of cognitive diagnosis,how to carry out a more micro-level personalized teaching-personalized guidance? Has this personalized guidance effectively improved the level of learning? This study attempts to answer the above questions.The topics of high school physics electromagnetic induction include the important concepts of physics symmetry,conservation of energy,ideal model,etc.All links and knowledge points are permeated with scientific thoughts,and account for a large proportion in academic level tests and college entrance examinations.This research first determines the goal of cognitive diagnosis—the learning level of each knowledge point of the subject of electromagnetic induction.In order to obtain the specific cause information of the subject at this learning level,and then determines another goal of cognitive diagnosis—the solution of the problem of electromagnetic induction Knowledge structure,and then determine the cognitive attributes of cognitive diagnosis and attribute hierarchical relationship,so as to establish a high school physical electromagnetic induction subject cognitive diagnosis framework,build a cognitive model.Then follow the principles of the preparation of the cognitive diagnostic test,through the parameters of the small-scale test results and the feedback of the teachers in the subject school,revised and optimized the "High School Physical Electromagnetic Induction Cognitive Diagnostic Test",with 1,345 high school students as the subject The test,using methods of cognitive diagnosis and oral reporting,diagnosed the subject 's learning level of various knowledge points in the subject of electromagnetic induction and the knowledge structure required to solve the electromagnetic induction problem.According to the test results,the subjects were clustered according to the learning level.Based on the results of clustering,cognitive diagnosis,and problem-solving obstacles,a personalized guidance program was developed.In parallel classes in three middle schools,a personalized guidance teaching experiment based on cognitive diagnosis was implemented for 258 participants.The control group received traditional explanations,and the experimental group received personalized guidance."High School Physical Electromagnetic Induction Cognitive Diagnosis Test" is a pre-and post-test tool.The study reached the following conclusions:First,cognitive diagnostic assessment methods can diagnose the physical learning level of high school students.The parameters of the formal test of cognitive diagnosis show that the test reliability is high,the validity is good,the consistency of the parallel test is good,the diagnostic accuracy is high,the probability of error,the probability of guessing,and the item discrimination are within a reasonable range.The cognitive diagnostic tool The quality is good and can be used to diagnose the learning level of high school physical electromagnetic induction topics.The results of cognitive diagnosis can provide empirical evidence for subsequent personalized guidance.Second,personalized guidance based on cognitive diagnosis can effectively improve physics learning.The study designed 12 sets of personalized guidance programs for each knowledge point based on the results of cognitive diagnosis and problem solving obstacles,and implemented personalized guidance teaching experiments in three sample schools of different grades.The results showed that personalized guidance It is effective and effective to improve students' learning at various knowledge points,and the effect of improving the learning level is significantly better than the traditional control group that explains test questions.Third,personalized guidance based on cognitive diagnosis can improve the physical knowledge structure of high school students.Based on the results of cognitive diagnosis In the personalized guidance teaching experiments carried out by three different schools,the pre-test and post-test results of cognitive diagnosis in the dimension of knowledge structure show that the personalized guidance group is more knowledgeable than the traditional explanation group.The improvement is more obvious,in which the average grasping probability of cognitive attributes of electromagnetic induction topics is significantly improved,and the average grasping probability of cognitive attributes of non-electromagnetic induction topics is relatively insignificant.Personalized guidance based on cognitive diagnosis can improve the knowledge structure required to solve electromagnetic induction problems to a certain extent.