Research On The Cognitive Diagnosis Of Solid Geometry Of High School Students Based On The Regular Space Model

Solid geometry is one of the important modules of high school mathematics curriculum,and it has a very high educational value for the development of students' spatial imagination,logical reasoning,geometric intuition and other aspects.The regular teaching evaluation mechanism is still one of the evaluation methods often used in schools.However,only a single score is used as the evaluation standard,and it is impossible to deeply analyze the psychological state of students in the test answering process.The development of cognitive diagnosis theory provides a good idea for professional teachers to explore the relationship between students' answers and potential knowledge status and timely feedback of teaching information.Based on the more mature rule space model in cognitive diagnosis,this paper analyzes and diagnoses the cognition of high school students in the solid geometry.This paper is divided into two main parts.The first is the compilation of the stereo geometry cognitive diagnosis test volume.At the same time,according to the curriculum standards,the requirements of the college entrance examination outline and the literature data,the cognitive attributes and hierarchical relationships of the three-dimensional geometry are determined,and the modification and verification are carried out.The test items are selected and the difficulty of the control items is selected.This ensures that the diagnostic tool conforms to the classical response theory and the regular space model theory.Secondly,according to the actual response of the participants,the software Matlab was used to calculate the Mahalanobis distance of 237 subjects to the pure rule point,and the attribute mastering mode of the subjects was identified and classified.Finally,the paper grasps the mastering mode of the students' stereo geometry from the routine evaluation of the answering and the diagnosis of the rule space model,and discriminates the group and individual attribute mastering modes,and provides targeted remedial measures for the teaching of solid geometry according to the diagnosis results.Based on the data processing results,the following conclusions can be drawn:(1)The average probability of each cognitive attribute of the measured students in the solid geometry is 0.723,and the overall mastery is good,However,the two cognitive attributes for the determination of spatial positional relationship and logical reasoning ability are relatively low,0.563 and 0.512 respectively.(2)Classification of mastering patterns of students in A and B schools.(3)There are certain gender differences in the cognition and stereotypes of stereo geometry.(4)Based on the actual results obtainefrom the classification of the rule space model,the student's learning path map can be drawn,and the teaching remedies for the group or individual can be performed accordingly.