Cognitive Diagnosis And Optimization Of High School Students' Map Skills Based On The DINA Mode

The new round of geography curriculum reform attaches great importance to the cultivation of geographic concepts and geographic abilities.The new curriculum standard proposes that students should use geographic knowledge and tools from a space-region perspective to obtain geographic information in indoor,outdoor and social environments,understand the spatial pattern of geographic things and phenomena in the region,and try to explore and solve geographic problems."Map is the stepping stone of geographic knowledge",map is one of the important expression tools of geographic discipline.The map has a function that cannot be replaced by any other text or image tool in cultivating the students’ spatial thinking ability.Teaching evaluation is an important part of the education process,and teaching feedback based on education evaluation can effectively promote teaching.At present,the evaluation of high school geography teaching mainly adopts quantitative evaluation methods.This method focuses on the general performance of the subjects in the test,but fails to pay attention to the subjects’ performance on specific items,and cannot give the test scores behind the subjects.The hidden psychological measurement and evaluation of a specific knowledge processing process,processing skills,cognitive structure,etc.This study uses literature research method,questionnaire survey method,test paper survey method,semi-structured interview method and uses the DINA(deterministic input,noisy and gate model)model to conduct research on the cognitive diagnosis application of map skills of high school students.Considering errors and guessing factors,judge whether students have mastered the cognitive attributes of map skills and how their cognitive structure is,so that teachers can fully understand the internal psychological processing of students,so as to design teaching strategies for psychological intervention and education.And training.Through literature analysis,survey reports by experts and first-line geography teachers,six cognitive attributes of high school students’map skills are determined,namely A1 reading map,A2 filling map,A3 drawing map,A4 analyzing map,A5 constructing mental map,and A6 application map.It has also determined the hierarchical relationship of the cognitive attributes of map skills to achieve a convergent hierarchical relationship with the application of maps.According to the hierarchical relationship of cognitive attributes,11 ideal mastering modes of map skills are determined.Participants in classes A,B,C,and D in two schools were tested for cognitive diagnosis of high school students’map skills.With the aid of the cognitive diagnostic analysis platform flex CDMS,the test data is analyzed under the DINA model:the participant’s mapping skills are the highest in the guessing parameters of each item,and the image reading skills are the highest in the error parameters of each item.Computational analysis and classification of the subjects’cognitive mastery mode:only 20.11%of the subjects have all mastered the content of the map skills to be investigated.Analyze the subjects’ cognitive attribute mastery probability:the mastery probability of reading maps,filling maps,drawing maps,and applying maps decreases successively;the mastering probability of reading maps,analyzing maps,constructing mental maps,and applying maps decreases successively;applying maps Has the lowest probability of mastering,only 0.273.According to the questionnaire results of the subjective basic information of high school students’ map learning and the cognitive diagnosis analysis results of high school students’ map skills under the DINA model,scientific and reasonable optimization strategies are proposed to improve the cognitive attributes of high school students’ map skills,and individual typical attributes are explored Master the mechanism of the model and propose an optimization path:1.With the help of Gagne’s rational skills teaching sequence and geographic skills teaching sequence,taking the interpretation of the "Asian Location Range Map" as an example,design the map teaching sequence to reduce the occurrence of errors in reading the map.2.Design methods and techniques for memory and reproduction of point,line and area map elements based on actual teaching cases to avoid the occurrence of guessing.3.With the help of Zeng Wei and others’ experience in researching and establishing mental maps,design and construct mental maps cases to strengthen students’ ability to reproduce and interpret map information.4.In order to improve the map skills of high school students,it is necessary to increase the probability of students contacting maps.Teachers should make full use of multimedia-assisted teaching in ordinary geography teaching,pay attention to designing teaching blackboards,and strengthen the integration of geographic knowledge;teachers and schools should strengthen the geography curriculum The development and construction of resources creates a good environment for students’ map learning.5.The methods and methods of geography teaching evaluation affect the goal,content and effect of geography map teaching.Therefore,in the implementation of the application of map skills training process,we must pay attention to enriching teaching evaluation methods.