A Cognitive Diagnosis Of The Probability Of High School Students In The Context Of New Curriculum

The rapid development of a new generation of educational measurement field of Cognitive Diagnostic Theory, so that by the learner test to reveal micro cognitive status (such as knowledge, skills, processes, methods, etc.) as possible. By using cognitive diagnosis model tests, students can get out on the basis of simple, through analysis and diagnosis, dig out the deeper message behind the score. Currently, some application of cognitive diagnosis of primary school mathematics and language sections, etc., but the junior high and high school segment in particular diagnosis of cognitive high school mathematics section is very scarce.Based on the above facts, the paper of Cognitive Diagnostic Theory of high school mathematics compulsory 3 "probability" Content cognitive diagnostic studies, summarized as follows:(1) establish cognitive attributes and hierarchy, to establish the appropriate Q matrix for the test volume Compilation provide a theoretical basis; (2) the preparation of the test volume, small-scale pre-test measured by calculating the forecast level of student consistency index (HCI), so that a reasonable test papers; (3) formal test, recycling paper, organize your data; (4) based on the DINA model, using Excel software for data analysis, the diagnostic conclusions and propose corresponding teaching suggestions.By Field Surveying using DINA model analysis and diagnosis of the grasp of Beijing H school sophomore four classes a total of 179 students, "probability" content, diagnostic results show that:(1) high school mathematics compulsory 3 "probability" can be summarized 5 knowledge attributes, linked together by a branch structure. (2) almost all of the students to grasp the situation, "probability" of content can be classified as over 11 kinds of control mode, there are differences in the distribution of the ratio of different classes of master mode and each mode on. (3) four students in the class there are some differences in cognitive grasp of the various properties, but different classes of students to grasp the trend of the Institute established five attributes consistent. (4) Students ’practical grasp patterns can be more than a simple scoring system, accurately reflect students’ overall knowledge to grasp the situation. The same score, the master model is not always the same,for example, of the 179 subjects in the study, 80 out of a total of nine people, classified as its disposal mode (11111) and (10111) in two; And the total score and the actual response patterns are not identical, but similar patterns in their hands or even identical, such as number of subjects a 104, score 97 points, the actual reaction mode (111111111111110111), No. b101 subjects, the total is divided into 85 the actual reaction mode (111011111111110110), two subjects out of the actual response pattern is not the same, but the pattern was the same master.Through this study, one can Surveying class students "probability" content control diagnosis is made, Thus targeted to improve teaching; on the other hand, the perception of the modern novel diagnostic measurement technology into measurement and evaluation of high school mathematics, hope through research, it is possible to form a certain research system, means for evaluating the first-line diversified secondary school teachers to provide new ideas.