基于模糊认知诊断模型的学生认知状态研究

The Study on Students′Cognitive State Based on Fuzzy Cognitive Diagnosis Framework

教育信息化时代,对个体特征进行精准化的分析成为个性化学习与因材施教的关键.基于不同民族学习群体的认知特点,该文以云南省某高校1286名汉族学生和715名少数民族学生2019年"高等数学"课程成绩为例,运用模糊认知诊断框架结合4参数Logistic模型,对少数民族和汉族学生的认知状态进行研究.研究结果表明:模糊认知诊断方法能够精准、有效地分析出个体的认知状态,在"高等数学"课程学习中,汉族学生与少数民族学生在不同知识点方面上的认知差异有所不同.因此,考虑学生在学习过程中的认知状态,有利于尊重不同学生的认知差异,进而为个性化学习与精准教学奠定基础.

In the era of information technology in education,precise analysis of individual characteristics has become the key to personalized learning and teaching according to individual needs.Based on the cognitive characteristics of different ethnic learning groups,Advanced Mathematics score of 1286 Han students and 715 minority students from a university in Yunnan Province are used as an example in 2019.By fuzzy cognitive diagnosis framework combined with a four-parameter Logistic model,the cognitive status between minority and Han students is studied.The results of the study show that the cognitive state of individuals can be accurately and effectively analyzed using the fuzzy cognitive diagnosis method.In the course of Advanced Mathematics,the degree of cognitive difference between Han students and minority students is diverse in different knowledge points.Therefore,considering the cognitive state of students in the learning process is conducive to respecting different students′cognitive differences,which in turn lays the foundation for personalized learning and precise teaching.