The Cognitive Diagnosis Of High School Students Based On Rule Space Model ——Taking “Periodic Law” As An Example

With the new round of curriculum reform,the achievement of teaching goals,measurement and evaluation are also more progressive,can only get scores and overall ranking of the traditional evaluation method can't meet the new training goals of students,can't fully show the students' knowledge mastery and application ability,but also can't identify and distinguish students' ability and literacy,so the need for more scientific,can measure more dimensions of the education measurement and evaluation methods.The knowledge related to the "periodic law of elements" is not only an important part of learning and teaching of chemistry at the high school level,but also an important basic theoretical knowledge in the chemical system.Therefore,this study takes the knowledge of "periodic law of elements" as an example,and uses a new generation of measurement method rule spatial model to conduct cognitive diagnosis for high school students.Based on project response theory,cognitive diagnosis theory and Q matrix theory,this study uses literature analysis method,questionnaire survey method,oral reporting method and cognitive diagnosis method based on rule spatial model.Through the analysis of course standards,examination syllabus and 2017-2021 college entrance examination chemistry related test questions,the knowledge points are extracted and summarized into cognitive attributes;Compared with the relevant content arrangement sequence of "Elemental Periodic Law" of the three editions chemistry textbook,the hierarchical relationship of attributes was determined.A survey of recognition was conducted with front-line teachers and experts to verify the accuracy of cognitive attributes and attribute hierarchy.Based on the Q matrix theory,the ideal response model is constructed,9 ideal response models are obtained,the cognitive diagnosis prediction paper of the relevant knowledge of the "elemental periodic law" is compiled,and some students are selected to use the oral report method to analyze the example questions to ensure that the test items can reflect the cognitive attributes of the participants,and finally determine the cognitive diagnosis test paper,and conduct cognitive diagnostic tests on 174 participants.The minimum Markov distance between the coordinate points and the pure regular points mapped by the answers of 174 high school students in the ideal space was calculated,and 174 participants were successfully classified into the ideal response mode.Through the above research,it is concluded that this study determines the cognitive attributes and attribute hierarchy relationships of the knowledge related to the "elemental periodic law",obtains 9 ideal response modes,establishes the cognitive diagnosis model of the knowledge related to the "elemental periodic law",compiles the cognitive diagnosis test questionnaire of the knowledge related to the "elemental periodic law",and successfully classifies 174 high school students into the ideal response mode.And the regular spatial model can be used as a cognitive diagnosis tool for cognitive diagnosis.Based on the typical attribute response patterns and survey results,a learning path is portrayed.The survey results show that the learning mode of elemental compounds that form "bit-structure-sex" is more difficult,which is a breakthrough focus of teacher teaching and student learning.This study clarifies the relationship between the knowledge structure of the reasonable "elemental periodic law",establishes a cognitive diagnosis model of the knowledge related to the "elemental periodic law",provides a reasonable student knowledge structure construction model for the teaching of front-line teachers,and uses a new generation of measurement methods to provide a new way for the teaching evaluation of front-line teachers.