Research On Junior High School Chemistry Remedial Teaching From The Perspective Of Cognitive Diagnosis

Cognitive diagnosis,as the core of the new generation measurement theory,has been widely concerned since it was proposed.It not only focuses on the assessment of individual ability level,but also makes an in-depth investigation of the cognitive structure and psychological processing of the object.Based on the cognitive diagnosis theory,guided by the cognitive diagnosis model DINA model and the content of "solution" in grade 9 as the carrier,this study explores the cognitive situation of Grade9 students on "solution" through the development of the cognitive diagnosis evaluation tool of Grade 9 "solution",and proposes corresponding remedial measures to improve the teaching quality according to the diagnosis results.The thesis consists of the following three parts:The first part,develop evaluation tools.In this part,text analysis is carried out to determine six attributes of "solution",and a reasonable hierarchical relationship between attributes is established by means of questionnaire survey,oral report and other methods.Secondly,test items were selected and compiled according to the typical project assessment mode,and the subjects were selected for prediction and data analysis.Finally,the "Solution" content cognitive diagnostic assessment tool(A)for grade nine was formed for follow-up study.The second part,applicate research of evaluation tools.This part mainly selects the research object for testing,analyzes the test data,and obtains the cognitive status of all the subjects about "solution".At the same time,through the comparative analysis of the cognitive diagnosis results of different schools,it was found that one of the test schools had a poor grasp of the "solution" attribute compared with other schools,so the school was selected for follow-up remedial teaching research.In the third part,remedial teaching of "Solution" content in Grade nine.This part first determines and selects the control class and the experimental class for remedial teaching activities.After the implementation of remediation,the "solution" content problem of grade nine was used to solve the cognitive diagnostic evaluation tool(B),and the remedial effect was tested,indicating that the chemical remediation teaching was effective from the perspective of cognitive diagnosis.Conclusions:(1)The six cognitive attributes of solutions and the hierarchical relationships among them established in this study are reasonable.(2)The quality of the cognitive diagnostic assessment tool for ninth grade "solutions" is reliable based on the Q-matrix theory.(3)The DINA model adopted in this study can be applied to the cognitive diagnosis of "solution" in grade nine.(4)The hierarchical relationship and the students’ mastery of the attributes are the correct guidelines for designing remediation content.