| Traditional tests tend to focus on the measurement of students’macro ability,while cognitive diagnosis pays more attention to students’micro cognitive processing process on this basis.In order to accurately understand the problems existing in the elliptical learning process of each student and facilitate teachers to formulate targeted remedial teaching plans,this study improves the existing high school elliptical cognitive diagnosis model on the basis of referring to the national college entrance examination mathematics paper and general high school mathematics curriculum standards in the past five years,and extensively listening to the suggestions of front-line teachers,so that it contains both content attributes and skill attributes.On this basis,the Q matrix was determined,and the high school elliptical cognitive diagnosis test paper was compiled as a blueprint,and then the quality test paper was tested by reliability and validity,discrimination analysis,item fit test,parameter estimation,and cognitive attribute hierarchical relationship test,and then the high school sophomore students were used as the subjects for cognitive diagnosis,and the cognitive attribute mastery patterns of all the identified subjects were classified into 7categories.The analysis of these 7 types of cognitive attribute mastery mode shows that on the whole,the subject’s understanding of the definition of ellipse in cognitive attributes is better than that of standard equation A1and the geometric property of ellipse A2than that of number shape combined with A3.Mathematical operation A4,comprehensive application A5,specifically,all subjects can master the cognitive attributes A1,A2,but 33.64%,27.27%,and 34.55%of the subjects have not mastered cognitive attribute A3,A4,A5.In terms of each class,the subjects in each class were able to grasp the cognitive attributes A1and A2well,but the cognitive attributes A3and A4The mastery of A5is not the same,specifically,the number of people who have not mastered cognitive attribute A3in the stratification class is the largest,and the number of people who have not mastered cognitive attribute A5is the second.The lowest number of people who did not master cognitive attribute A4;The parallel class had the largest number of people who did not master cognitive attribute A5,followed by the number of people who did not master cognitive attribute A4,than the number of people who did not master cognitive attribute A3.Finally,the subjects who did not master a certain cognitive attribute were classified into one category,and corresponding remedial teaching suggestions were put forward for the cognitive problems of each type of subject. |
