Cognitive Diagnosis Research Of Studying Parallelogram Of Junior School Student

In recent years, the research on cognitive diagnosis theory applied is one of the hotspots in the research of education. The common model of cognitive diagnosis——rule space model(RSM) is a cognitive diagnosis model combined item response theory with cognitive psychology. RSM can recognize attributes-mastery patterns of examinees and detailedly, fully reflect cognitive errors of examinees in process of solving problems. Parallelogram is an important knowledge in junior school mathematics curriculum. Based on the theory of RSM, we can analyze deeply cognitive structure of parallelogram of examinees, and get learning difficulties in the knowledge of parallelogram. Eventually we can according to recuperative information of cognitive diagnosis provide targeted remedy for teaching practice of teachers and students.In this paper, firstly we establish a cognitive diagnosis tool of parallelogram in junior school combined with experience of famous math teachers, and through building of attributes, determination of attribute hierarchy, selection of test item, control of the difficulty of test item of famous math teachers to ensure the diagnosis tool agreeing well with the theory of IRT and RSM. Then based on the theory of RSM and the actual reactions of examinees, we can utilize software Matlab to compile program to calculate markov distance of 387 emaminees to the pures, and recognize, classify attributes mastery patterns of examinees. Finally we can conduct a comprehensive, detailed,in-depth analysis based on the actual reactions of 387 examinees from general evaluation, result of cognitive diagnosis and gender differences of the knowledge structure.Based on the results of the data, this paper can get the following conclusion:97.67% of 387 examinees can be divided into 12 species idea attribute-master patterns;the rates of 14 th, 16 th and 17 th species idea attribute-master pattern are respectively20.41%, 21.96% and 25.32%, and the rate of the three species idea attribute-master patterns is 67.69%; no examinee is divided into the 1th, 3th, 9th, 10 th and 15 th species idea attribute-master pattern; the rate of dividing into 2th, 4th, 5th, 6th, 7th, 8th, 11 th,12th and 13 th species idea attribute-master pattern is 32.31%. Results show that:(1)mastering well of junior school students are definition of a parallelogram and property of a parallelogram, and mastering worst of junior school students is comprehensive application of a parallelogram;(2) junior school students do not master distance between two parallel lines largely because students do not remember the knowledge;(3)the rate of total score and attribute-master pattern of students do not exist too big difference in sexes;(4) most of the junior school students need to improve the application ability of comprehensive application of a parallelogram;(5) teachers of ordinary schools should strengthen students studying the basic knowledge of parallelogram, and teachers of good schools should focus on cultivating comprehensive application ability of a parallelogram. Finally, through argumentation of expert, we can find that the result of RSM and the result of teachers with experience are basically identical.