基于seq-GDINA模型的高等数学认知诊断研究
Cognitive Diagnosis in Advanced Mathematical Based on seq-GDINA Model
张红梅 1田莉1
作者信息
- 1. 安庆师范大学 数理学院,安徽 安庆 246133
- 折叠
摘要
本研究基于认知诊断模型的发展与应用,运用多级评分的seq-GDINA模型来诊断学生对高等数学中"定积分"相关知识的掌握情况.通过构建认知属性及其层级关系,基于Qc矩阵理论编制认知诊断测验卷并进行改进,并根据学生作答情况从整体、不同班级、个体层面对其认知属性掌握情况进行诊断分析,优化了高等数学教学的评估方法,便于教师展开补救性教学和个性化辅导,从而提高了高等数学的教学效果.
Abstract
Based on the development and application of the cognitive diagnostic model, the seq-GDINA model with mul-tilevel scoring is applied to diagnose students'understanding on the concept of definite integral in advanced mathematics. By constructing cognitive attributes and their hierarchical relationships, a cognitive diagnostic test paper is developed and im-proved based on the category-level Qc-matrix theory. The diagnostic analysis of the students' mastery of cognitive attributes is conducted from the perspectives of the overall situation, different classes, and individuals, based on their responses. This opti-mization of the assessment method in higher mathematics teaching facilitates teachers to carry out remedial teaching and per-sonalized counselling, thereby enhancing the effectiveness of teaching advanced mathematics.
关键词
认知诊断/seq-GDINA/定积分/教学补救措施Key words
cognitive diagnosis/seq-GDINA/definite integral/teaching remediation strategies引用本文复制引用
基金项目
安徽省高等学校省级教学研究项目(2019jyxm0287)
安徽省高等学校省级教学研究项目(2021jyxm0876)
新时代育人质量工程项目(2022zyxwjxalk133)
出版年
2024
国家科技期刊平台
NSTL
万方数据