Flipping Classroom Instruction Design Supported By Cognitive Diagnosis

With the development of information technology,education information has become the focus of research in the field of education worldwide.The successful practice of flipping classroom teaching is the result of the initial application of information in the field of education.It not only improves the internalization of students' content,but also stimulates students' active learning by flipping the roles of teachers and students in the classroom.Enthusiasm,thus better cultivating students' ability to think independently.However,in the actual practical teaching,the diagnosis of the quiz is not accurate enough.After the students learn independently,they cannot accurately diagnose the real knowledge of the students' knowledge,and the internalized links in the classroom cannot achieve targeted remedial learning and deep internalization.Cognitive diagnosis can provide more detailed and rich diagnostic information for flipping classrooms,and strengthen students' deep internalization of knowledge.This thesis uses the literature research method to review the literature and writings on cognitive diagnosis theory,rule space model,and flip classroom teaching design at home and abroad.After comprehensively understanding the various aspects of cognitive diagnosis theory and flipping classroom teaching mode,the rule space will be The method of the model is applied to the practice of flipping classroom teaching.Based on the diagnostic process that is strictly prohibited in the rule space model,this study designs the diagnostic methods in classroom teaching,including determining the attribute relationship,generating professional test questions,testing,publishing diagnostic reports,and timely remediation.Following the design principles of pre-learning,self-study and cooperative learning,and structural teaching,the content of the teaching design was developed and analyzed in three aspects,including pre-school development.The teaching process of flipping classroom teaching supported by cognitive diagnosis,including learning first,diagnostic feedback,classroom internalization,and after-school remedy.Finally,the teaching design is used to carry out the classroom teaching experiment.The application effect of the instructional design is tested in the network learning support system,and the learning effect of the student using the teaching design is tested,and the experimental data analysis results are collected.It provides a reference for the application of the rule space model in practical teaching.The study applied the rule space model to the "visio graphic design" course,conducted case development,and used the experimental research method to conduct an empirical study of the application effect for 8 weeks.The results showed that the experimental class was more interested in learning and learning than the students in the control class.There are obvious improvements in the three aspects of performance and problem solving ability.Therefore,the flipping classroom supported by cognitive diagnosis has certain reference value and guiding significance for teaching reform.