Research On High School Plane Vector Cognitive Diagnosis Based On Seq-GDINA Model

Cognitive diagnosis theory breaks through the limitation of traditional tests that only focus on performance.It can not only measure students’ ability level from the macro level,but also evaluate students ’ internal knowledge structure from the micro level.Through cognitive diagnosis,teachers can understand the differences between students’ cognitive level and knowledge structure more deeply.Vectors in high school mathematics are powerful tools for solving various mathematical problems.Learning plane vectors can not only simplify problems,but also lay a foundation for universities to learn mathematics related courses.Therefore,this study applies the Seq-GDINA model to diagnose the content of plane vector,and designs educational intervention programs and training suggestions accordingly.Specifically,this study is divided into three parts.In the first part,the cognitive attributes and attribute hierarchy of plane vectors are determined.On this basis,the test paper is compiled to test the students in three different levels of K city,and to diagnose the cognitive mastery of plane vector content by high school students.In the second part,some students and teachers of A school were interviewed to obtain the reasons for the differences in the cognitive structure of high school students.The third part designs and implements educational intervention programs and tests the effects,and proposes strategies to effectively improve the effectiveness of high school students ’ plane vector learning.The study has the following findings :⑴Through literature review and discussion with front-line teachers,the six cognitive attributes of plane vectors are preliminarily determined,and it is found that there is a direct or indirect relationship between the six cognitive attributes of plane vectors.⑵The descriptive analysis results of the test paper show that the students in the survey school perform well on the first 12 questions,and the scoring rate reaches 50%;the scoring rate of the 15 th question is the lowest(27.2%),that is,students have a poor grasp of the knowledge point of the comprehensive application of plane vectors.⑶Using the Seq-GDINA model to analyze the cognitive diagnosis of the test paper,it is found that the students in the survey school have the highest probability of mastering the linear operation of the plane vector(86.56%),and the lowest probability of mastering the comprehensive application of the plane vector(47.10%);and the number of students classified as 111111 master mode is the largest(42.53%),and the number of students classified as 000000 master mode is the smallest(2.04%).⑷Through interviews with students and teachers,it is found that students themselves,teachers and the surrounding learning environment will have an impact on the learning plane vector of high school students.⑸ After the implementation of educational intervention for students,it is found that the effect of group intervention is better than that of traditional class teaching.According to the above research findings,several main research conclusions are obtained : ⑴ Six cognitive attributes and attribute hierarchy of plane vector are determined.There is a relationship between cognitive attributes and it is basically reasonable.⑵The average mastery probability of high school students in six cognitive attributes is higher than that of the other two grades.And there are differences in the cognition of plane vectors among senior one students in different schools,and the gap between school B and school C is not large.⑶The factors that affect the formation of different plane vector attribute mastery modes of high school students include students’ habit of learning mathematics,students’ participation in vector learning,students’ awareness of applying vector knowledge,teachers’ teaching mode and teaching methods,teaching methods,teachers’ personal charm and surrounding learning environment.⑷Focus group intervention can better improve students’ performance and improve their knowledge structure.⑸In view of the cognitive mastery of high school students’ plane vector,four strategies for students’ learning and four teaching strategies for teachers are proposed.Through this research,it is expected to help front-line teachers understand the cognitive mastery of plane vector of high school students,and provide suggestions for the teaching and learning of plane vector.