The Cognitive Diagnosis Of Core Concepts In Senior Biology Base On Attribute Hierarchy Model

Over the past few decades, the scientific knowledge presents the explosivegrowth and has penetrated into every person’s life。 Knowledge of science is so muchthat students can’t finish it in the given period. To course designers, the teachingcontent become "fewer but better" is one of inevitable choices. The core concept ofbiology is the knowledge of "fewer but better" which in the center position ofbiological disciplines. Since Professor Enshan Liu put forward the biological teachingidea of "The transforming from memorizing facts to understanding Concepts", thebiological teaching based on core concept of biology has gradually become one of themost important aspects in biological teaching. Evaluation of learning effect of coreconcepts has become one of the key influences on teaching of core concepts ofbiology.With the revelation of a series of psychological problems, the current teachingevaluation is not only satisfied a test scores, which is simple, general and insignificant.Through the text, people want to get some diagnostic information which haspsychological significance, such as students’ cognitive structure, processing skills, andto enable teachers to take targeted teaching measures, promote the development ofstudents.This dissertation for the first time tried to carry out a cognitive diagnosis researchbase on attribute hierarchy model (AHM) to analyze the core concept of seniorbiology, in order to verify cognitive diagnosis can be applied to analyze the coreconcepts of senior biology. And expect to solve the problems which appear in theactual operation process, to provide a feasible method for evaluating the learningeffect of core concept in the future study.Many methods such as literature analysis, drawing concept map, teachingexamination and teaching experiment were employed in the research. Two major partsof the research process are as follows: first, the determination and validation of theosmosis’s attribute and attribute hierarchy; Second, the osmosis’s cognitive diagnosisand remedial teaching.The conclusions of the research are as follows:1.This method of determine theattributes and attribute hierarchy is feasible;2.The cognitive model of osmosis insenior biology is reasonable and effective;3.The attribute hierarchy model issuccessfully applied to the diagnosis analysis of osmosis;4. From the diagnostic accuracy, diagnostic information amount, information value, cognitive diagnostic testis superior to the traditional test.To sum up, from the empirical study, this study not only confirmed that thecognitive diagnosis based on attribute hierarchy model(AHM) can successfullyapplied in evaluation of learning effect of core concepts of senior biology, but alsoprovides a methodological guidance for the future cognitive diagnostic work about thecore concepts.