Cognitive Diagnosis Based On Micro-video Chemistry Learning In Flipping Classrooms

The evaluation before class is the basic link to the model of flipped classroom,providing a basis for students to self-remediate learning and teachers to carry out personalized remedial measures.From the current research situation, teachers in the process of pre-class evaluation in a flipped classroom grasp the study situation mainly through the analysis of students practice after their learning the micro-video knowledge.But few make a systematic and in-depth study of the potential cognitive process and cognitive structure.Based on the theory of cognitive diagnosis, the authon combines with the typical teaching model of flip teaching at home and abroad, and make the cognitive diagnosis integrated into the pre-class evaluation of the flipped classroom. The teaching model of the flip-up classroom under the cognitive diagnosis strategy is designed. The model is characterized by the cognitive diagnosis of students to assess the cognitive level after micro-video, providing a basis one which students can carry out self-remediation and teachers can personalize classroom teaching as well as the evaluation of students.The research process of this paper mainly includes three parts;First, the main process of cognitive diagnosis is described. In order to let the majority of teachers have an in-depth and comprehensive understanding of this diagnostic method, a detailed description of the cognitive diagnosis of cognitive and hierarchical relationship between the definition of the way to test Q matrix (ie cognitive model) and cognitive diagnosis and the choice of the model is illustrated,which is the basis of this study.Second, teaching practice. According to the design of the cognitive strategy under the flip of the teaching mode, applied high school chemistry teaching in the concentration of ions compared to the study carrier, the author designed the "ion concentration size comparison" teaching case, and practice research. Firstly, the cognitive attributes and hierarchical relationships of ion concentration were determined by literature review, teacher interview and student oral report, and the test volume was prepared according to the Q matrix. Second, prepare the material to record the ion concentration of the size of the comparison of the teaching video and organize the students to complete the exercise of the data and feedback during the learning process. Finally, select the attribute level model to diagnose the student's knowledge level, and provide a diagnostic report to guide students through self-remediation and teacher classroom teaching.Third, through the questionnaire survey to analyse teaching results.The results show that: (1) The knowledge, skills and strategies can be characterized by the convergence properties of the five attributes. The content of the attribute is better, and some attributes need to be remedied. When students try to solve the problem of ion concentration size. There are three main kinds of master made when students try to solve the problem of ion concentration size. (2) master mode is more effective than the total score to assess the level of knowledge of students, the same total score has a different master mode, different points may have the same master mode. (3) The flipped classroom teaching model under the cognitive diagnosis strategy can give full play to the leading role of teachers and students 'subjective position, to strengthen the interaction between teachers and students, to cultivate students' ability of autonomous learning, ability to solve problems independently, and help teachers more effectively design classroom activities to improve the effectiveness of the classroom.