Research On Cognitive Diagnosis Of "Addition And Subtraction Of Integral Expression" For Junior High School Students Based On DINA Model

Cognitive psychology and psychometrics provide the theoretical foundation for cognitive diagnosis.Traditional assessment methods cannot uncover the internal knowledge structure of subjects,while cognitive diagnosis can simultaneously diagnose macro-operation ability and micro-cognitive attributes,providing more personalized diagnostic reports.The DINA cognitive diagnosis model is one of the commonly used models in practical measurement of cognitive diagnosis,characterized by its simplicity and high accuracy.The knowledge of "integral addition and subtraction" is the basic content in the whole mathematical algebra knowledge of junior high school,and the cultivation of students’ arithmetic ability,abstract ability and reasoning ability is closely related to it.Therefore,the cultivation of junior high school students’ mathematical core literacy cannot be separated from the study of integral addition and subtraction.However,there are still more or less problems in the research of "integral addition and subtraction" in practical teaching work.To diagnose the cognitive structure of middle school students’ addition and subtraction of integral expression,this study used the DINA cognitive diagnosis model to conduct cognitive diagnosis research on 242 seventh-grade students from a middle school in X city,using various research methods.Based on teacher suggestions,hierarchical consistency indices(HCI),and student oral reports,we identified eight cognitive attributes and their hierarchical relationships within the polynomial addition and subtraction theme,established a test item Q matrix,and developed a high-quality cognitive diagnostic test for polynomial addition and subtraction.Finally,using software such as SPSS24.0,Excel,Pycharm,and the cognitive diagnostic analysis platform(flexCDMs),we conducted differential statistics on students from different classes and genders and analyzed individual and group cognitive measurement results for polynomial addition and subtraction.The research conclusions are as follows:(1)The average HCI value of the formal test paper in a small range is 0.725,which is over 0.6,indicating that the diagnostic validity of the test paper is good.(2)Students have different mastery of cognitive attributes,so teachers are required to carry out remedial teaching for poor mastery of cognitive attributes and weak classes.(3)Overall addition and subtraction cognitive diagnosis of students of different genders and classes is different.Girls’ overall thought and comprehensive computing ability is better than boys’.They have a better grasp of basic knowledge and their thinking is closer to the theoretical learning and mastering mode,which also reminds teachers to carry out remedial teaching for poor cognitive attributes and weak classes.(4)72.73% can be classified into 14 ideal attribute mastery modes,and the cognitive attribute mastery modes of students are relatively concentrated.