A Study On The Cognitive Diagnosis Of Spatial Vector And Solid Geometry Of High School Students Based On The Seq-GDINA Mode

With the reform of basic education curriculum,the reform of educational quality evaluation has been an important part of the comprehensive reform of education.As the core of the new generation of measurement theory,cognitive diagnosis can not only give play to the function of traditional tests to measure the ability level of test objects from the macro level,but also realize the diagnosis and evaluation of subjects’ internal knowledge structure,provide a new path for improving education evaluation methods,and provide effective remedial measures to make up for learning defects,which has attracted the attention of the majority of educators.Therefore,based on the multi-level scoring cognitive diagnosis model SEQ gdina,this paper takes high school spatial vector and solid geometry as the knowledge carrier to explore the students’ knowledge mastery.In the research process,this paper mainly applies the literature research method,oral report method,test method and statistical analysis method.The specific research content includes the following three parts:The first part is the compilation of the test volume of space vector and solid geometry.Firstly,based on the high school mathematics curriculum standards,teaching aids,relevant literature and other text materials,with the help of frontline teachers,the cognitive model of the six content attributes of spatial vector and solid geometry is determined from the three knowledge levels of concept,operation and application,and the hierarchical relationship of cognitive attributes is determined according to the logical order of knowledge and the psychological processing order of students when solving problems;Secondly,according to the hierarchical relationship between attributes,based on the Q-matrix theory,the qualified subjects are selected from the subject network,and the final test items are determined with the help of front-line teachers.177 senior two students from a middle school in Beijing were selected for the test.According to the test results,the rationality of attribute hierarchy is qualitatively verified(oral report method);Analyze the reliability,difficulty and discrimination of the test paper.The second part is the descriptive analysis and cognitive diagnosis analysis of the test results.Firstly,SPSS and Excel software are used to analyze the test scores from the three levels of the whole,class and gender;Secondly,the cognitive diagnosis research is carried out based on the SEQ gdina model by using the cognitive diagnosis platform to obtain the mastery probability of each attribute and analyze the knowledge structure of the subjects.The third part is the design of targeted teaching remedy based on the analysis results.Firstly,K-means cluster analysis is used to determine the cluster number of all subjects’ potential knowledge states,then the inclusion relation principle is used to describe the learning path,and finally the learning path graph is used to put forward targeted remedial suggestions for the follow-up learning of classes and individuals.It is found that:(1)the chapter knowledge of "space vector and solid geometry" can be divided into six cognitive attributes from the three knowledge dimensions of concept,operation and application;(2)The diagnostic test paper based on Q-matrix theory has reliable reliability,reasonable difficulty and discrimination;(3)All the subjects had the worst grasp of the application of attribute A4 spatial vector in the study of the positional relationship between lines and planes.Among the other attributes,only A2,A3 and A6 had a grasp probability of more than 0.5;(4)Class 4 students’ probability of mastering most attributes is the lowest among all classes,while class 6 students’ performance is relatively excellent,and the probability of mastering all attributes is above 0.5;(5)There is no significant difference between boys and girls in the probability of mastering attributes;(6)The subjects with the same test scores may not have the same knowledge structure.The subjects with the same knowledge structure may not have the same answers to the test items;(7)Because the subjects did not master one or more of the basic cognitive attributes A1,A2 and A3,more than 70%of the subjects’ attribute mastery modes were non ideal mastery modes;(8)The test group can be clustered into 10 potential knowledge states,and the number of people in pks8 knowledge state is the largest;There are 5 learning paths,of which learning path 1 has the largest number of people;(9)In remedial teaching for class 5 students,the students’ knowledge is mainly focused on pks8 and pks6.In order to improve teaching efficiency,teachers should first focus on "the application of spatial vectors" and then carry out concept teaching;(1 0)According to the position of id131 in the learning path map,in remedial learning,we should first focus on the application of spatial vectors,pay attention to the understanding of basic concepts in the learning process,and finally grasp the comprehensive application of knowledge as a whole.