A Cognitive Diagnostic Study Of "Ionic Reaction And Equilibrium In Aqueous Solutions" Based On The DINA Model

“Ionic reaction and equilibrium in aqueous solution” is an important content of high school chemistry.It has the characteristics of extensive knowledge and abstract content,and it is hard for students to understand.The traditional test can only give a general score based on the answer,and cannot evaluate the students' cognitive level in detail.But the cognitive diagnostic test can not only provide students' scores,but also diagnose the students' detailed cognitive structure,with more comprehensive and detailed diagnostic results.Based on the DINA model,the cognitive diagnosis of “ionic reaction and equilibrium in aqueous solution” is carried out,and the cognitive development of senior high school students on this topic is explored.First,through the analysis of general high school chemistry curriculum standards and other data and interviews with subject experts and frontline teachers,the six cognitive attributes of “ionic reaction and equilibrium in aqueous solution” are divided and the attribute hierarchy is determined.Based on the Q-matrix theory,compile and test the cognitive diagnosis prediction test paper.The quality analysis and parameter estimation based on the DINA model are carried out on the prediction test,and the formal test papers are revised according to the results.Select 3 parallel classes and 2 key classes of T Middle School for a formal test,and score 0-1 on the collected 205 valid questionnaires.Use Excel spreadsheet,flex CDMs platform and SPSS21.0 software to diagnose and analyze data based on DINA model.Through the diagnosis of the response pattern of the subjects,the attribute master pattern is analyzed from the whole and the individual,and the comparison is made from multiple angles.The results show that:(1)DINA model is suitable for the cognitive diagnosis of “ionic reaction and equilibrium in aqueous solution”.The test paper is of good quality and can diagnose the cognitive level of the subjects.(2)Most of the subjects are unable to grasp the attribute A6(the relationship between the number of particles in a complex system),and the ability to deal with complex problem situations needs to be strengthened.(3)The overall cognitive level of the subjects in the key classes is higher than that of the parallel classes,but there are common problems.(4)The participant's score is not equivalent to the master pattern,and cognitive development can be more accurately evaluated through cognitive diagnosis.Based on the above research,the teaching suggestions are as follows: remedy for attribute A6(the relationship between the number of particles in a complex system)and promote the transformation of students' cognitive styles;classify students according to the cognitive attribute master pattern;pay attention to the individual differences of students and provide targeted guidance based on the diagnosis report.