Research On Cognitive Diagnosis Of The Core Concepts Of Mechanics For Senior High School Students Based On DINA Model

With the continuous deepening of the reform of basic education evaluation in China,it is imperative to improve the scientificity,professionalism,and objectivity of evaluation.However,traditional educational evaluation methods guided by classical measurement theory are difficult to gain insight into students’ knowledge mastery status from a micro perspective.A new generation of testing theory-cognitive diagnostic theory-provides researchers with support for analyzing the individual’s mastery of specific knowledge,thereby achieving accurate assessment of individual academic performance.This research is based on cognitive diagnostic theory and uses the core concept of physics and mechanics in high school,Newton’s Second Law,as the carrier to conduct a cognitive diagnostic evaluation research on the mastery of the core concepts of mechanics among high school students.This research mainly includes the following contents:The first part is about carding the core concepts of mechanics.By sorting out previous research on the core concepts of physics and mechanics in senior high schools,I have compiled the "List of Core Concepts of Mechanics",and selected one of the core concepts of mechanics-"Newton’s Second Law" as the carrier for my next research.The second part is about the construction of cognitive attributes.Taking "Newton’s Second Law" as an example,its cognitive attributes are defined through text analysis,and a reasonable hierarchical relationship of cognitive attributes is constructed.The third part is the development of diagnostic tools.Based on the Q matrix theory,a tool for diagnosing the mastery of cognitive attributes of Newton’s Second Law is developed,and prediction tests are conducted in a small range.After that,the quality of the prediction test questions was analyzed and revised.The fourth part is empirical research.Taking some high school students from Shaanxi and Yunnan provinces as subjects,data were obtained through offline tests,and the diagnostic results of the core concept of mechanics,"Newton’s Second Law" were obtained through cognitive diagnostic analysis.The research conclusions are as follows:(1) The cognitive attributes and hierarchical relationships of "Newton’s Second Law" defined in this research are reasonable and reliable;(2) The "Newton’s Second Law" test paper compiled in this research is of reliable quality;(3) In this research,the DINA model can be used for cognitive diagnostic evaluation of Newton’s second law;(4) In this research,there are significant differences in the mastery of "Newton’s Second Law" and its related six cognitive attributes among 378 students;(5) In this research,some of the students present a knowledge state in which the attribute mastery mode conflicts with the attribute hierarchy relationship.