Cognitive Diagnosis Of High School Mathematics Based On Seq-GDINA Model Research

Cognitive diagnosis can scientifically and effectively diagnose students’ cognitive status.However,most of the previous models are aimed at objective questions,and do not consider the possible relationship between attributes and response categories.This study obtains data through field research.Based on the Seq-GDINA model,this paper analyzes the cognitive status of senior two students on derivatives and their applications,and proposes targeted teaching remedies.This study can be divided into two parts.The first part is the theoretical and experimental part.By reading the domestic and foreign literatures related to derivative and its application and cognitive diagnosis,based on the literature books and other materials and the discussion of front-line teachers,the cognitive attributes of derivative and its application are determined as follows: A1 derivative concept and geometric meaning,A2 function definition domain,A3 derivative operation,A4 function monotonicity and derivative,A5 extreme value and derivative,A6 use derivative to judge the application of function monotonicity,determine the attribute hierarchical relationship,and verify the consistency of attribute hierarchical structure.Finally,the prediction volume is modified to obtain a cognitive diagnosis test volume that meets the requirements of teaching practice.The second part is to analyze the results of cognitive diagnosis and give teaching Suggestions.Firstly,based on the formal response data,the descriptive statistical analysis of the subjects’ scores from the aspects of class,gender and so on is carried out,and then based on the SeqGDINA model,the subjects’ attribute mastery mode and item response mode are studied in many aspects to draw conclusions.Based on the research results,the diagnostic information and statistical test conclusions of the subjects are obtained,and the fuzzy C-means clustering is used to describe the students’ learning path,and the corresponding teaching suggestions are given accordingly.The conclusions of this paper are as follows:(1)The cognitive attributes and hierarchical relationship of derivative and its application are determined.The cognitive attributes and hierarchical relationship of derivative and its application are determined.(2)The reasonable classification accuracy of the cognitive diagnostic test paper in this study is 0.7749,the classification consistency index is 0.783,and the mean value of attribute retest consistency is 0.9887.(3)The model used in this study is more reasonable.The CAIC value is 6382.69,and the SABIC value is 5094.17.(4)There are gender differences in the probability of each cognitive attribute of the subjects,and there are differences in the knowledge structure of the subjects with the same total score and the same attribute mastery mode.boys have a higher probability of mastering A2 attributes than girls,but the probability of mastering A4 and A6 is lower than that of girls.247 students were classified into 18 attribute mastery modes based on EAP algorithm,and the classification rate reached 79.35 %.(5)All the subjects basically mastered the function derivative and its application content.All subjects have a good grasp of attribute A1,and have a poor grasp of attribute A4 and A6.(6)Describe the learning path of the subjects and propose personalized remedial measures.The subjects can be clustered into 11 knowledge states and 6 learning paths.Teachers can focus on teaching according to the students ’knowledge state.