A Study On The Structure Of Extreme Cognitive Structure Of High School Students

The aim of this study is using a new evaluation theory, cognitive diagnosis theory, to a concrete analysis on the students’ situation of cognitive structure of sequence limit, find out the deficiencies and defects of the students to the concept of sequence limit, commonly used limit, limit operation and the limit application. And using the theory of cognitive diagnosis to process the students’ individual difference evaluation, then found that each student their unique cognitive structure of sequence limit, and on this basis with personalized guidance and planning.There are six chapters in this article. The first chapter is the introduction part, introduces the research background, research purpose and meaning, and the basic structure of the article. Chapter two, literature review of the cognitive diagnosis theory, focuses on the theory of Rule Space model and parameter estimation method. The third chapter is the research review of high school sequence limit. The fourth chapter is the design and implementation process of this study, the use of Rule Space model for high school students’ cognitive structure of sequence limit has carried on the empirical research. First we determine four primary attributes of the students’ cognitive structure of sequence limit and 13 secondary attributes through discussion with the expert teachers, and then determine the attribute hierarchy. Then after we write questions of the test and measure, the item response model of the test of the 64 participants have been obtained, and verify the rationality of the attribute hierarchy. Through using the software and self-programming we get 6 groups of ideal response pattern and 64 tester reaction models. The fifth chapter is the result and analysis of the cognitive structure of sequence limit test, and it is also the core part of this paper: it analyzed situation of primary attributes for high school students cognitive structure of sequence limit as well as the secondary attributes; using of Rule Space model assigned 64 subjects to the five attribute response modes; a comparative study about gender difference and ability difference; diagnosis analysis of the individual case. The sixth chapter is the part of the conclusion, results and reflection. Based on the analysis of the previous chapter, this study’s main research conclusions: built the attributes and hierarchy of cognitive structure of sequence limit; summarize the related conclusions of the various cognitive attribute differences comparing; put forward the corresponding teaching suggestions based on the situation for attributes, gender differences and learning ability difference; finally point out the limitations and deficiencies of this study.