The Influence Of Imindset And Feedback Types On Junior Middle School Physics Learning

As the main position of cultivating students' scientific literacy,the study of junior middle school physics plays an irreplaceable role.Teaching should be based on students' current level of cognitive development and their knowledge to improve students' scientific literacy.Cognitive diagnostic assessment can provide detailed feedback report for students to help individuals develop more objective and targeted remedial measures.However,most of the existing researches on cognitive diagnosis belonged to the category of dichotomous attribute or second-order score,and there was still a lack of empirical research on polytomous attributes and polytomous.In addition,as the core element of the learner's belief system,the mindset plays an important role in the learning process.However,there was no consistent conclusion as to which type of mindset is better.It remained to be further explored whether there was a difference between the feedback of cognitive diagnosis assessment and traditional assessment on individuals with different mindset.Therefore,in the first part of this study,the cognitive diagnostic assessment of junior middle school physics which combines polytomous attributes and polytomous was compiled,and then to evaluate the personal mastery of junior high school physics knowledge;In the second part of this study,two different types of feedback were given to participants,and the GMS was used to examine the types of mindset,and explore the influence and interaction of mindset and feedback on physical learning.The main conclusions of this study were as follows:(1)The paper A and paper B of the cognitive diagnostic assessment of junior middle school physics prepared in this study not only meet the requirements of parallel test,but also had high reliability and validity,which can effectively measure the mastery of junior middle school physics knowledge of the subjects.(2)The physical learning performance of individuals with different mindset was significantly different,and the participants with the incremental theory were significantly higher than the participants with the entity theory.(3)The improvement effect of different types of feedback on physics learning performance was significantly different,which was manifested in that the feedback of cognitive diagnosis assessment was significantly better than the feedback of traditional assessment.(4)There was a significant interaction between the feedback and the mindset,which showed that the feedback of cognitive diagnosis assessment had a significantly better effect on physical learning of incremental theory than on entity theory.There was no significant difference in the feedback of traditional assessment on the improvement of physical learning performance between participants with the incremental theory and participants with the entity theory.