The Cognitive Diagnosis Of Problems Existing In Elementary School Students' Calculation Of Combined Graph Area

Cognitive diagnosis theory combines cognitive psychology with psychometrics,and uses modern statistical methods and computer technology to diagnose students' cognitive structure and cognitive process.This study chooses the non-parametric cognitive diagnostic method based on multi-level score clustering analysis,and compiles Python program to analyze the empirical data,to explore the shortcomings of students in the study of the problem of area calculation of composite graphics.In the application of cognitive diagnosis,the development of effective diagnostic test tools is the first step in cognitive diagnosis.In the research,the literature review method and the expert discussion method are used to determine the cognitive attributes related to the combined graph area calculation problem,and then the related attribute level model is established according to the logical order among the knowledge,from the qualitative research and the quantitative research.Both verified the rationality of the model.According to the Q matrix theory,the test questions with diagnostic utility were compiled.After pretesting and determining that the test tool has good reliability and validity,the cognitive diagnosis research was carried out in 11 different classes of four primary schools.In this paper,students from different grades,genders,and regions are also analyzed for differences in the area calculation of combined graphics.The results of the study show that the primary and secondary students have a general grasp of the knowledge points of the combined graphic area calculation.There is no grade difference or gender difference in the mastery of the problem,but there are regional differences.The students' learning difficulties mainly focus on the complex graphic area calculation relation and the cognitive process attribute in the mathematical knowledge content attribute,and the perception of the ideological methods contained in this subject is too small;the urban elementary school students master the basic knowledge of mathematics.It is worse than township students,but the knowledge of cognitive attributes is not as good as that of township students.Some students in the fifth grade cannot correctly point out the height of the trapezoid.Based on the above research results,this paper also puts forward corresponding suggestions.First of all,teachers should pay attention to excavating the basic ideas and methods implicit in books,and infiltrating into daily teaching.At the same time,through a multi-solution,self-exploration and other activities to cultivate students' creative thinking,it is even more important to ignore the basic concepts of learning and the cultivation of two-way thinking ability.At the same time,students should also seriously reflect on the problems they exposed during the test.