Cognitive Diagnosis Of Inequality For Junior Middle School Students In Urumqi

At present,with the development of the new generation of measurement theory,cognitive diagnosis is more and more widely used in the field of education.The diagnostic results can not only measure students ' learning situation macroscopically,but also understand students ' cognition of knowledge structure and content microscopically.Based on the seq-GDINA cognitive diagnosis model,this article developed a set of test papers for measuring students ' cognition of inequality,which provided a reference for teachers to comprehensively understand students 'cognition of inequality and formulate corresponding teaching remedial measures.This paper mainly adopts the test survey method(paper-pencil test),statistical analysis method and comparative method,and the research objects are junior high school students in Urumqi.The research process is mainly divided into two parts.The first part is the preparation of inequality test papers.Firstly,the cognitive attributes of inequality content and its attribute hierarchy are determined.Then,the prediction test paper is prepared for prediction test.Finally,the prediction test paper is appropriately modified and a formal test paper is formed.The second part is the diagnostic analysis of students ' inequality cognitive structure.Firstly,the seq-GDINA program in Tudong wave cognitive diagnostic platform is used to analyze the answer results of all subjects in Urumqi.A comparative analysis of cognitive diagnosis was conducted among participants of different genders in Urumqi.The answer results of participants were analyzed by using flexCDMs,SPSS23.0 and Excel software,and five conclusions were drawn:(1)The overall performance of all participants in Urumqi is good,and they have a good grasp of the nature of inequality and the solution of inequality.They have insufficient understanding of the concept of inequality and its solution set and the comprehensive application of inequality.The cognitive attribute mastery mode is relatively concentrated,which is mainly classified into the ideal mastery mode of(1111)and(0110).(2)There are differences in the mastery of cognitive attributes of inequality between male and female subjects in Urumqi.(3)The inequality cognition attribute and attribute hierarchy are basically reasonable.(4)Participants with the same scores may have different cognitive mastery modes;participants with different scores may have the same cognitive mastery mode.(5)The comparison between a district in Urumqi and a district with middle educational level in the east shows that the cognitive diagnosis of inequality in junior middle school students in Urumqi is quite different from that in Cao County.Finally,corresponding suggestions are provided for teachers according to the research results.(1)Pay attention to the teaching of inequality concept.(2)Strengthen the understanding and application of the properties of individual inequalities.(3)Improve students ' comprehensive application ability of inequality.(4)Teaching students in accordance with their aptitude according to their attributes.(5)Strengthen girls ' learning of inequality knowledge.(6)Promote the construction of students ' internal cognitive structure.(7)Strengthen the study of cognitive diagnostic theory and methods.