Cognitive Diagnosis In Integer Multiplication Operation Of Junior High School Students

Cognitive diagnostic evaluation combines cognitive psychology and psychometrics to realize the diagnosis and evaluation of individual knowledge structure and cognitive skills.Compared with traditional tests,its unique advantages are generally recognized by researchers,and it has gradually become an important direction of psychological education measurement research.The integral multiplication operation is the most basic operation skill in middle school algebra learning,and it is also the basis for subsequent learning of equations,inequalities and functions.Therefore,from the perspective of cognitive diagnosis,this research explores the cognitive status and ability of junior high school students in integral multiplication,so as to provide powerful guidance for the teaching of integral multiplication operation in accordance with students' aptitude.According to the theory of cognitive diagnosis,diagnostic testing tools play a decisive role in the reliability of the evaluation results of cognitive diagnosis.Therefore,based on the determination of the cognitive attributes of integral multiplication and the attribute hierarchical structure model,this study compiles the pre-test paper of the integral multiplication of junior high school students.After the self-compiled test paper has been proved to have a good standard of surveying,324eighth-grade students in two middle schools in Changsha were investigated SPSS24.0,ANOTE and cognitive diagnosis analysis platform were used to analyze and process the data.The results found that: the overall multiplication ability of junior high school students is at a moderately low level,and the main mastery modes are more concentrated.Among them,the students who mastered the model "1111111" were the most.This kind of students mastered all the ability attributes,accounting for 52.78%of all the tested students;61(18.82%)students did not master all the attributes("0000000");38 students(11.73%)did not mastered only one attribute;54 students(16.67%)did not mastered more than two attributes.Among the 7 attributes,polynomial multiplication polynomial(A7)is the most difficult,followed by monomial multiplication polynomial(A5)and integer addition and subtraction(combined similar terms,A6).In addition,there is no significant difference in the probability of mastering the 7 cognitive attributes among junior high school students of different genders.Finally,this study has the following conclusions:(1)Teachers should pay attention to the reasoning process of the rules and guide students to summarize the rules when teaching the new class of the operation of integral multiplication powers;(2)In the course of remedial teaching of cognitive attributes,teachers should pay attention to strengthening students' understanding and mastering of the following three knowledge points: mononomial multiplication polynomial(A5),merging similar terms(A6)and polynomial multiplication polynomial(A7);(3)The remedial teachi-ng of teachers' mastery mode should be layered according to the classification of mastery mode.