A Cognitive Diagnostic Study On Senior High School Students’ Ability To Read Biological Coordinate Diagrams

Chart is an important tool to express and communicate the results of scientific inquiry,and improving teenagers’ reading ability of scientific chart is one of the main ways to improve their scientific literacy.But at present,there are few tests on the reading ability of charts and charts at home and abroad,and they mainly rest on the macro-level of constructing the frame of reading ability of charts and compiling the scale to measure it,while cognitive diagnosis can analyze the cognitive structure of students,and the cognitive process of chart reading is clear.Therefore,this study will use cognitive diagnostic methods,develop a set of qualified cognitive diagnostic tests,and make an objective assessment of the students’ ability to read the chart coordinates,in order to provide information for teachers to improve students’ ability to read biological chart.In this study,493 first-year students in three schools in Jiangxi province were selected to study the cognitive diagnosis of the ability of reading coordinate chart.Through literature review and expert discussion,the cognitive attributes and attribute hierarchy model of the ability of reading chart on coordinate graph are determined,and the test Q matrix is compiled.SPSS and flex CDMs were used to analyze the data,to test the quality of test paper,to analyze the status quo of students’ ability to read pictures,and to make educational suggestions.The conclusions of the study are as follows:(1)According to the model test,reliability and validity analysis,item discrimination and difficulty analysis,the cognitive diagnostic test paper of senior high school students’ ability of reading biological coordinate chart is reasonable and reliable.(2)According to the test scores and the probability of grasping the average attributes,the senior high school students’ ability of reading biological coordinate chart is above the middle level.From the view of attribute grasping probability,students have a good grasp of the attributes of“Graphic features” and“Graphic schema”,but the grasp of the attributes of“Conceptual information”,“Inference”and“Explanation” is general.(3)There are significant differences in test scores and the probability of grasping average attributes among students of different schools.(4)There is no significant difference in the scores of the test and the probability of grasping the average attribute in the ability of reading the coordinate diagram of the students of different genders.(5)There is no linear relationship between the test scores and the probability of grasping cognitive attributes.(6)From the perspective of attribute mastery model,the students with attribute mastery model(111111)were classified the most,and the distribution of attribute mastery model was slightly different in different schools and genders.