Research On The Learning Progressions Of The Concept Of "Redox Reaction" In Senior High School Based On RSM

In recent years,learning progression has gradually become a research focus of science education at home and abroad,which aims to solve the problems of students' scattered and disordered knowledge and inadequate grasp of conceptual knowledge.The new version of high school Chemistry curriculum standards issued in 2017 also emphasizes that chemistry teaching should be carried out around the structuralization of chemical core concepts,which requires teachers to understand students' structuralization level and clarify their current cognitive structure.Therefore,it is necessary to select appropriate evaluation tools.In teaching evaluation,the application of cognitive diagnosis model can diagnose students' knowledge state under the current teaching conditions,and construct learning progression according to the diagnosis results,so as to promote students' comprehensive grasp of concepts,thus improving their structural level and gradually perfecting their cognitive structure.Based on this consideration,this study selected the rule space model in the cognitive diagnosis model,which is a refined psychological diagnosis measurement model with attributes as the basic analysis unit.It can diagnose and classify the subjects and explain the phenomenon of learning progression multipathing.It is an effective model to construct learning progression."REDOX reaction" is a core concept that is abstract,theoretical and difficult to comprehensively understand in high school chemistry learning.It is not only a difficulty in learning,but also the focus of the exam.Therefore,this study chooses the concept of "REDOX reaction" as the research carrier.In this study,literature research method was used to understand the current research status of "rule space model" and "learning progression" at home and abroad,to clarify the relevant concepts and theoretical support of the research,and to determine the construction process and method of RSM.The cognitive attribute of "REDOX reaction" was determined through text analysis,the attribute hierarchy relationship was determined through interviews with front-line high school chemistry teachers,and the identification degree of the "REDOX reaction" attribute and the attribute hierarchy relationship was investigated by questionnaire survey.Project development was carried out according to the examined attributes,and project performance was analyzed through a small range of pre-test,finally determining the test items that could be applied to a large range of cognitive diagnosis.Finally,RSM cognitive diagnostic analysis was used to diagnose 202 students' mastery of the concept of "REDOX reaction",and the learning progression was constructed according to the diagnosis results.The following conclusions can be drawn from the above research: first,it is found that the rule space model is successfully applied to the construction of learning progression,and can be used as a diagnostic tool for the development of learning progression,and is suitable for chemistry.Second,five learning levels of REDOX reaction were constructed based on the diagnosis results of RSM,and most students in grade one were at the third level.Thirdly,according to the knowledge state and the advanced level of the students,the individual and collective remedial suggestions are put forward.