| With the Ministry of Education issuing regulations to improve the comprehensive evaluation system of primary and secondary school education quality,the importance of education quality evaluation is being paid more and more attention and has risen to the national level.Traditional measurement theory is difficult to provide refined evaluation information,which is not conducive to the guidance of subsequent mathematics teaching,and therefore cannot fully meet the needs of educational monitoring and evaluation.In contrast,the cognitive diagnostic theory in psychometrics,guided by measurement and statistical analysis techniques,provides standardized multidimensional evaluation of students’ learning status,which can provide more detailed information about the evaluated objects and is conducive to further development of teaching and learning.In this thesis,based on the DINA model in cognitive diagnostic theory,the evaluation and teaching remediation study of mathematics teaching is carried out with the trigonometric function content as the carrier.In the research process,this thesis mainly applied four methods: literature research method,questionnaire survey method,interview method,and quiz survey method,which include the following two parts.The first part is a cognitive diagnostic study of trigonometric function content for senior students.Firstly,based on the literature base and the discussion of front-line teachers,combined with the analysis of typical examination questions,the five cognitive attributes of trigonometric content were initially determined as A1 arbitrary angle and radian system,A2 concept of trigonometric function,A3 induced formula,A4 trigonometric constant transformation,and A5 graph and properties of trigonometric function.On this basis,the cognitive attribute hierarchy was determined,the Q-matrix theory was applied to prepare a trigonometric prediction paper,and 60 students from a middle school in Liaocheng city were selected as the subjects for the pretest.The reliability,difficulty,and discrimination of the pretest paper were analyzed by the test results,and the rationality of the attribute hierarchy relationship was verified quantitatively(HCI index)by using the cognitive diagnostic analysis platform,and the test questions that conformed to the test were modified and improved as the official test paper according to the measurement results.Finally,a cognitive diagnostic study was conducted using the DINA model on 360 subjects from this high school.Using SPSS and Excel software,the subjects’ response responses were statistically analyzed to identify each subject’s attribute mastery probability,and ideal response pattern.The second part of the study was to investigate the causes of learning disabilities of 366 students by means of a questionnaire,and then to conduct a targeted pedagogical remediation study based on the cognitive diagnosis results.The learning paths were firstly carved out based on the probability of subjects’ attribute mastery,and then the category of subjects missing a certain attribute was selected for sequential remediation using the learning path map.The findings of the study were as follows.(ⅰ)The diagnostic validity of the trigonometric function test paper was good,with a good fit to the cognitive attribute hierarchy.(ⅱ)In terms of cognitive attribute mastery probability,students as a whole had good mastery of the concept of trigonometric functions and the induction formula,but poor mastery of trigonometric constant transformations and the graphs and properties of trigonometric functions.(ⅲ)In terms of cognitive attribute mastery patterns,71.1% of the subjects could be categorized into seven ideal mastery patterns.The highest number of students with mastery of the A1-A4 attribute pattern(11110)and mastery of all attributes pattern(11111)was in accordance with the basic rule of instruction,and the lowest number of students without mastery of any attribute(00000)pattern compared to the other types.(ⅳ)Five learning paths could be inscribed according to the cognitive attribute mastery patterns of all subjects,and the subjects who mastered A1 and A2 attributes but not A3-A5 attributes were selected,which corresponded to the potential knowledge state of PKS4,all subjects of 11000 to develop remedies. |
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