CN112331306A - Method and system for improving mathematical cognition structure diagram based on wrong questions - Google Patents
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Abstract
The invention provides a method and a system for improving a mathematical cognition structure diagram based on wrong questions, which are used for solving the problem of low utilization rate of wrong questions during the study of students in the prior art. The method for improving the mathematical cognition structure chart based on the wrong questions generates the personalized knowledge structure of the student on the basis of the standard knowledge structure, and the improvement of the mathematical cognition structure chart is realized through repeated circulation of the links such as wrong question analysis and correction, secondary carding of the knowledge structure, targeted exercise and the like. The invention reflects the state of student mathematics learning by perfecting the generated mathematics cognition structure chart, which not only comprises the understanding and holding degree of the recognition point and the knowledge system, but also comprises learning consciousness and attitude and meta-cognition ability; the invention can effectively improve the consciousness level of the student in the mathematics learning, change the low-consumption learning mode and enable the student to experience the interest of the autonomous learning, thereby improving the interest of the learning mathematics.
Description
Technical Field
The invention belongs to the field of education, and particularly relates to a method and a system for improving a mathematical cognition structure diagram based on wrong questions.
Background
The cognitive structure is an idea structure formed by the way or experience that an individual perceives and classifies things in the past, and the mathematical cognitive structure directly influences the problem solving ability of students through a high-level cognitive target formed by mathematical learning. The mathematical cognition structure has the characteristics of individuation, hierarchy, development and dynamics, and the mathematical thinking and application capability of students can be fundamentally improved only by continuously improving the mathematical cognition structure of the students in various modes in the mathematical learning.
The cognitive structure diagram is a graphic expression of the cognitive structure and describes the subjective grasping condition of the knowledge structure by students. There are currently a number of ways to implement cognitive architecture diagrams. For example, chinese patent application No. 201811251970.3 discloses an interaction-based cognitive analysis method and system, which obtains interaction input information of a user through interaction with the user, and performs content recognition and analysis to obtain cognitive analysis data, thereby constructing a personal cognitive structure model of the user.
In the mathematics learning, the wrong question is a precious cognitive resource, reflects the deficiency of the students in grasping knowledge points and knowledge structures, guides the students to deeply dig the reason for forming the wrong question, enables the students to recognize the deviation of self thinking and learning attitude, can effectively improve the thinking resistance and mobilize the learning motivation.
At present, students in middle and primary schools generally have the problem of 'excessive exercise' in mathematical learning, and passive exercise is repeated in a large number, so that the students have no time and thought of learning process and method, can not effectively utilize wrong questions in the exercise, and the learning is in a low consumption state. The existing methods and systems for mathematical cognition mainly have three defects: firstly, the study is analyzed and studied from the knowledge level, the attention to non-intelligence factors is lacked, the principle is not deep, and the effect is not thorough; secondly, the condition that the students hold knowledge is not visually presented, so that the perception and judgment of the students on the learning result are influenced; thirdly, the understanding of the importance of the wrong questions is lacked, and the application of improving the mathematical cognition ability of the students by means of wrong question resources is lacked.
Disclosure of Invention
In order to improve the utilization efficiency of wrong problem resources and perfect the mathematical cognition structure, the embodiment of the invention provides a method and a system for perfecting a mathematical cognition structure diagram based on wrong problems.
In order to achieve the purpose, the technical scheme adopted by the invention is as follows:
in a first aspect, an embodiment of the present invention provides a method for improving a mathematical cognitive structure diagram based on a fault problem, where the method includes the following steps:
step S1, generating a standard knowledge structure of the current learning content and storing the standard knowledge structure in a standardized knowledge structure module;
step S2, generating the personalized knowledge structure of the current learning content of the student and storing the personalized knowledge structure in the knowledge structure initialization module;
step S3, the student analyzes and corrects the current wrong question, and stores the current wrong question, the wrong reason analysis result and the correction label in the wrong question module;
step S4, generating a mathematical cognition structure diagram of the current state according to the wrong question information in the wrong question module and corresponding to the personalized knowledge structure in the knowledge structure initialization module; when the generated current mathematical cognition structure diagram accords with a preset standard, ending the current learning; otherwise, go to step S5;
and S5, reading the mathematical cognition structure diagram, distributing practice problems according to the cognition structure diagram, sending error problems in the practice problems finished by the students to the error problem module, and turning to S3.
As a preferred embodiment of the present invention, the data table field of the standardized knowledge structure includes a knowledge point id, a knowledge point name, a sub knowledge point id, a sub knowledge point name, a modified knowledge point id, and a modified knowledge point name.
As a preferred embodiment of the present invention, the personalized knowledge structure at least includes four parts of knowledge point meanings, knowledge point affiliation, knowledge point attributes and knowledge point modifying relations, and the corresponding data table fields include knowledge point names, knowledge point descriptions, sub knowledge point names, sub knowledge point descriptions, knowledge point attributes, knowledge point attribute descriptions, modifying knowledge point names and modifying knowledge point descriptions; the knowledge point name, the sub-knowledge point name and the prior-repair knowledge point name correspond to the standard knowledge structure; the knowledge point description, the sub-knowledge point description, the knowledge point attribute description and the first-repair knowledge point description are personalized language descriptions of the current learning content according to self understanding of students.
As a preferred embodiment of the present invention, the error cause analysis of the current error problem includes two dimensions of knowledge point analysis, consciousness and attitude analysis; wherein the content of the first and second substances,
the knowledge point analysis comprises two parts of error knowledge point searching and error cause description; the error knowledge point searching means finding out error knowledge points from knowledge points or sub-knowledge points in the knowledge structure initialization module; the error cause description is personalized language description of the error knowledge points according to self understanding of students;
the consciousness and attitude analysis refers to analyzing the current error reason from a non-intellectual perspective and making a category selection. As a preferred embodiment of the present invention, the analysis categories of consciousness and attitude include five categories of "not strict", "not skilled", "not awake", "nervous", and "other reasons".
As a preferred embodiment of the present invention, the current mathematical cognitive structure diagram in step S4 presents the mastery degree of the knowledge points by the student, and includes at least: the understanding degree of different knowledge points is represented by different colors, the error frequency of the different knowledge points is marked by numbers, the consciousness and attitude category of the knowledge points are quantitatively represented by a pie chart, and the error frequency of a specific knowledge point in different time periods is represented by a generated curve chart.
As a preferred embodiment of the present invention, the step S5 of assigning practice problems at least includes: distributing according to the comprehension degree of the knowledge points, distributing according to the error frequency of the knowledge points, and distributing according to the consciousness and attitude categories of the knowledge points.
As a preferred embodiment of the invention, the assignment practice problem comprises student independent selection and teacher recommended assignment.
In a second aspect, an embodiment of the present invention further provides a system for perfecting a mathematical cognition structural diagram based on a problem error, where the system for perfecting a mathematical cognition structural diagram based on a problem error includes: standardized knowledge structure module, knowledge structure initialization module, wrong problem module, mathematics cognitive structure picture generation module and direction exercise module, wherein:
the standardized knowledge structure module is used for providing a standardized knowledge structure of the current learning content;
the knowledge structure initialization module is associated with the standardized knowledge structure module and is used for providing an individualized knowledge structure generated after a student learns the current content;
the wrong question module is associated with the knowledge structure initialization module and is used for inputting the current wrong question and analyzing and correcting the wrong cause of the current wrong question by the student;
the mathematical cognition structure diagram generation module is associated with the knowledge structure initialization module and the wrong question module, is used for reading wrong question information in the wrong question module and is used for generating a current mathematical cognition structure diagram corresponding to an individualized knowledge structure in the knowledge structure initialization module;
the guiding exercise module is associated with the mathematics cognition structure diagram generation module and the error problem module and used for reading the mathematics cognition structure diagram, distributing exercise problems according to the cognition structure diagram and sending error problems in the exercise problems finished by students to the error problem module.
The invention has the following beneficial effects:
according to the method and the system for improving the mathematical cognition structure diagram based on the wrong questions, the change of the mathematical learning state of the student is realized through repeated circulation of the links such as wrong question analysis and correction, secondary carding of a knowledge structure, targeted exercise and the like, and the change not only comprises the understanding and the grasping degree of an identification point and a knowledge system, but also comprises learning consciousness, attitude and meta-cognition ability; by distributing exercise questions pertinently, the low-consumption exercise mode can be changed, the attention is focused on wrong questions and knowledge points which are not mastered, meanwhile, the logical reasoning training is enhanced in the question making process, the consciousness level of mathematical learning is continuously improved, and the rigorous and correct learning attitude is developed; meanwhile, students can enjoy the interest of independent learning and the interest of mathematics learning is improved. The invention relates the wrong question with the learned knowledge, consciousness, attitude and learning behavior, establishes the corresponding relation between the mathematical learning and the cognitive structure element, and enables the student to correct the learning deficiency based on the target; the learning concept of brain science 'three in one' is utilized, reasons are summarized from thinking and attitudes, targets are provided for learning behaviors, wrong problem resources are fully explored, service learning capacity is improved, and the learning subjectivity of students is fully reflected; by collecting wrong thinking data, the learning state of the students is presented dynamically and visually, and a 'thinking-arousing-correcting' method and a 'thinking-arousing-correcting' path are provided for the students.
Drawings
In order to more clearly illustrate the technical solutions of the embodiments of the present invention, the drawings needed to be used in the description of the embodiments are briefly introduced below, and it is obvious that the drawings in the following description are only some embodiments of the present invention, and it is obvious for those skilled in the art to obtain other drawings based on these drawings without creative efforts.
FIG. 1 is a flow chart of a method for perfecting a mathematical cognition structural diagram based on a fault problem according to an embodiment of the invention;
FIG. 2 is a schematic diagram of a standardized knowledge structure module of an embodiment of the invention;
FIG. 3 is a schematic diagram of a student knowledge structure initialization module of an embodiment of the invention;
FIG. 4 is a schematic diagram of an error problem analysis and input module according to an embodiment of the present invention;
FIG. 5 is a diagram illustrating an example of a problem according to an embodiment of the present invention;
FIG. 6 is a schematic diagram of a mathematical cognitive structure diagram generation module according to an embodiment of the present invention;
FIG. 7 is a diagram illustrating the analysis result of the error problem according to the embodiment of the present invention;
fig. 8 is a structural diagram of a perfecting system of a mathematical cognition structural diagram based on a fault problem according to an embodiment of the present invention.
Detailed Description
The technical problems, aspects and advantages of the invention will be explained in detail below with reference to exemplary embodiments. The following exemplary embodiments are merely illustrative of the present invention and are not to be construed as limiting the invention. It will be understood by those skilled in the art that, unless otherwise defined, all terms (including technical and scientific terms) used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this invention belongs. It will be further understood that terms, such as those defined in commonly used dictionaries, should be interpreted as having a meaning that is consistent with their meaning in the context of the prior art and will not be interpreted in an idealized or overly formal sense unless expressly so defined herein.
The invention perfects the mathematical cognition structure chart of students based on wrong questions, is suitable for the mathematics learning of primary and secondary school students, enables the students to realize the relationship between the wrong questions and knowledge points, learning consciousness and attitude and thinking habits by deep thinking and attribution of the wrong questions, and adopts targeted corrective measures under guidance to perfect the own mathematical cognition structure. The invention effectively overcomes the problem of 'invalid practice' in the current mathematics learning of primary and secondary school students, improves the precision and the thinking resistance of the practice and promotes the deep learning of the students. The perfection system of the mathematical cognition structure diagram based on the wrong question can be used as a subprogram and embedded into the on-line learning software or platform of general primary and secondary school students to assist the teaching process of teachers.
In order to facilitate understanding of the embodiments of the present invention, the following description will be further explained by taking several specific examples as examples with reference to the drawings, and the embodiments do not limit the technical solutions of the present invention.
First embodiment
The embodiment provides a method for perfecting a mathematical cognition structural diagram based on a fault. Fig. 1 is a flow diagram illustrating a method for perfecting the mathematical cognition structural diagram based on the error problem. As shown in fig. 1, the perfecting method comprises the following steps:
in step S1, a standard knowledge structure of the current learning content is generated and stored in the standardized knowledge structure module.
This step is done by any teacher. And (4) combing the knowledge points of each chapter by the teacher according to the lesson mark or teaching material according to three elements of the knowledge point name, the knowledge point affiliation and the knowledge point first-repair relation to generate a standardized knowledge structure of the chapter, and providing a knowledge point standard reference for the students to think about mistakes. The data table fields of the standardized knowledge structure comprise knowledge point ids, knowledge point names, sub knowledge point ids, sub knowledge point names, first-repair knowledge point ids and first-repair knowledge point names.
And step S2, generating a personalized knowledge structure of the current learning content of the student and storing the personalized knowledge structure in the knowledge structure initialization module.
This step is done by the student. After the student finishes learning each part of content, the student inputs the mastering condition of the knowledge point of the part to form an initialization knowledge structure chart of the student to the part, and an individual knowledge structure is formed. The personalized knowledge structure at least comprises four parts of knowledge point meanings, knowledge point subordination relations, knowledge point attributes and knowledge point modifying relations, and the corresponding data table fields comprise knowledge point names, knowledge point descriptions, sub-knowledge point names, sub-knowledge point descriptions, knowledge point attributes, knowledge point attribute descriptions, modifying knowledge point names and modifying knowledge point descriptions. The knowledge point name, the sub-knowledge point name and the prior-modification knowledge point name correspond to the standard knowledge structure; the knowledge point description, the sub-knowledge point description, the knowledge point attribute description and the first-repair knowledge point description are personalized language descriptions of the current learning content according to self understanding of students.
And step S3, the student analyzes and corrects the current wrong question, and stores the current wrong question, the wrong reason analysis result and the correction label in the wrong question module.
The analysis of the error cause of the current error problem comprises two dimensions of knowledge point analysis, consciousness and attitude analysis. The knowledge point analysis comprises two parts of error knowledge point searching and error cause description: the error knowledge point searching is to find error knowledge points from knowledge points or sub-knowledge points in a knowledge structure initialization module, and the error cause description is personalized language description of the error knowledge points according to self understanding of students; the consciousness and attitude analysis is classified according to categories, such as five categories of ' untight ', ' unfamiliar ', ' unconscious ', nervous ' and ' other reasons ', and can also be graded according to scores of 1-10, and students can select the categories according to the current error reasons. The correction of the current wrong question adopts a special mark to record the wrong part and record the correct answer.
Step S4, generating a current mathematical cognition structure diagram according to the wrong question information in the wrong question module and corresponding to the personalized knowledge structure in the knowledge structure initialization module; and when the generated current mathematical cognition structural diagram meets the preset standard, ending the current learning. Otherwise, the process proceeds to step S5.
The current mathematics cognition structure chart presents the mastery degree of the students to the knowledge points, and at least comprises the following steps: the understanding degree of different knowledge points is represented by different colors, the error frequency of the different knowledge points is marked by numbers, the consciousness and attitude categories of the different knowledge points are quantitatively represented by pie charts, and the error frequency of a specific knowledge point represented by a generated curve graph in different time periods is represented by the numbers. And analyzing the error frequency of a specific knowledge point at different time intervals to generate a learning and growing curve chart of the student on the knowledge point.
The preset standard in this step is a consideration of the knowledge holding degree set by the student, and the student can set the knowledge holding degree according to the self condition, and the knowledge holding degree can be set by the student or by a teacher or a parent. The standard can be different for each student, and can also have certain uniformity, and is selected according to the specific conditions of the students.
And S5, reading the mathematical cognition structure diagram, distributing practice problems according to the cognition structure diagram, sending error problems in the practice problems finished by the students to the error problem module, and turning to S3.
The distribution practice problem at least comprises: distributing according to the comprehension degree of the knowledge points, distributing according to the error frequency of the knowledge points, and distributing according to the consciousness and attitude categories of the knowledge points. Students choose different distribution bases according to own wishes, and exercises of different emphasis points of knowledge points are improved in a targeted mode. The assignment practice questions may also be selected by the student or assigned by the teacher's recommendation.
In steps S1 to S5, the knowledge points and practice problems may be stored in the current module or collectively stored in the knowledge point database.
This embodiment will be described in further detail below by taking the example of "solution of unary equation" in the study of the same mathematics of X (section seventh of the first mathematics in Qingdao edition).
And step S101, generating a standard knowledge structure of the current learning content and storing the standard knowledge structure in a standardized knowledge structure module.
Fig. 2 is a schematic diagram of the standardized knowledge structure module of the present embodiment. As shown in FIG. 2, in the standardized knowledge structure module, any teacher inputs the knowledge structure of this chapter according to the teaching materials. The structure of the knowledge points in this chapter is: chapter 7 includes three sections "7.1 basic properties", "7.2 one-dimensional equation of once", and "solution of 7.3 one-dimensional equation of once". The basic properties of the 7.1 equation include two knowledge points "7.1.1 equation basic property 1" and "7.1.2 equation basic property 2", the 7.2 unary linear equation includes three knowledge points "the concept of the 7.2.1 equation", "the concept of the solution of the 7.2.2 equation" and "the concept of the solution of the 7.2.3 equation", and the solution of the 7.3 unary linear equation includes "7.3.1 shift term" and "the step of the solution of the unary linear equation" of 7.3.2 ".
According to the knowledge structure, the teacher inputs the knowledge point and the related content thereof into the system database. The chapter to which the book belongs is "chapter 7 on the first grade". The knowledge points are to embody parent-child relationships, for example, the solution of the 7.3 unary linear equation comprises two knowledge points of 7.3.1 item shifting and 7.3.2 steps of solving the unary linear equation. Each knowledge point points is marked with a correction prior knowledge point, for example, the correction prior knowledge point of the knowledge point '7.3.1 item shift' is '7.1.1 equation basic property 1', the correction prior knowledge point of the knowledge point '7.3.2 step of solving unary linear equation' has '7.1.2 equation basic property 2', '7.3.1 item shift' and the 'bracket removal' and 'merging the same kind of items' learned before, and the total is four knowledge points.
And step S102, generating a personalized knowledge structure of the current learning content of the student and storing the personalized knowledge structure in a knowledge structure initialization module.
Fig. 3 is a schematic diagram of the student knowledge structure initialization module of the present embodiment. As shown in FIG. 3, in the knowledge structure initialization module, the X classmates generalize the knowledge structure according to the learning of the unary linear equation solution and enter the database. It should be noted that the names of the knowledge points, the sub-knowledge points and the pre-correction knowledge points all need to correspond to the knowledge points recorded by the teacher in the first step, and the "attribute" and each "description" part need to be expressed by the words of the "attribute" and each "description" part. Chapter 3 of chapter 7 of the first year's upper book is selected as chapter belonging to this section. For the first knowledge point in this section, "7.3.1 shift term", which is described as "when solving an equation, one term is moved to the other side of the equation, and the sign is changed", the first knowledge point is modified to "basic property 1 of the 7.1.1 equation", and this knowledge point is summarized as two attributes: "change sign" which describes "becomes negative when a certain item is positive and becomes positive when a certain item is negative", and "move position" which describes "move to the other side of the equal sign"; for the second knowledge point "step of solving unary linear equation" 7.3.2, which is described as "how to solve the equation, including the steps of denominator removal, parenthesis removal, item shift, and homogeneous item merge", which modifies the knowledge including "7.1.2 equation basic property 2", "parenthesis removal (previous learning content)", "7.3.1 item shift", "homogeneous item merge (previous learning content)", the knowledge point generalizes two attributes: "Decanting" and "target to solve equations", which are described as "both sides are multiplied by the least common denominator" and "target to solve equations is to move the terms with X to the same side", respectively.
And step S103, the X classmates analyze and correct the current wrong questions, and store the current wrong questions, the wrong reason analysis results and the correction labels in a wrong question module.
FIG. 4 is a schematic diagram of an error problem analysis and input module according to an embodiment of the invention. In the wrong question analysis and entry module, as shown in fig. 4, the X classmates perform attribution reflection and correction on the wrong questions, and enter the above information into the wrong question module. Suppose that X classmates made two questions in the exercise as shown in FIG. 5, the calculation process is as shown in FIG. 5, where the gray background part is where the mistake was made.
As a result of a retrospective study, there were two errors in each of the subjects 1 and 2. At the first place of item 1, the wrong explanation knowledge point "7.3.2 solution one-dimensional equation step" attribute "denominator" is not mastered, so the attribute should be changed to "correct denominator", and the description thereof should be changed to "all terms of inequality two-way are multiplied by the least common multiple, especially the term without denominator", and at the same time, the description of the basic property 2 of the knowledge point 7.1.2 equation should be further supplemented: "… Note: if the equations are polynomials on both sides, each term in the polynomial should be multiplied or divided by a number other than zero ". Secondly, the error is explained to understand the error on the principle of '7.3.1 item shift' of the knowledge point, and the description should be changed into 'when solving the equation, a certain item is moved to the other side of the equation, and the sign is changed, and the certain item refers to the whole of a certain monomial expression and is not a part of the monomial expression'; the first reduction of topic 2, although there is no error, is to solve the first order equation of a unary step at knowledge point 7.3.2, because the mechanical denominator removal complicates the calculation and increases the error probability: "… the steps can not be mechanically applied when solving the equation, and the characteristics of the equation should be observed first, and the successive steps are flexibly executed". The second error of topic 2 is obviously the same as the second error of topic 1, and the thinking of learning attitude should be realized by thinking the question why the corrected error will be wrong again.
Step S104, generating a current mathematical cognition structure diagram according to the wrong question information in the wrong question module and corresponding to the personalized knowledge structure in the knowledge structure initialization module; when the generated current mathematical cognition structure diagram accords with a preset standard, ending the current learning; otherwise, the process proceeds to step S5.
Fig. 6 is a schematic diagram of a mathematical cognition structural diagram generation module according to the present embodiment. As shown in fig. 6, in the mathematical knowledge structural diagram generation module, the system draws the corrected knowledge structure according to the wrong question information entered in the wrong question analysis and entry module by the X classmates, so as to generate the personalized knowledge structural diagram of the student. According to the principle of step S103, it is assumed that the knowledge points and the error times involved in the learning in this section are: the basic properties of the equation 7.1.2 are wrong by 1, the terms of 7.3.1 are wrong by 2, the step of solving the unary equation by 7.3.2 is wrong by 3, and other knowledge points are not wrong. The number of mistakes during practice due to lack of precision, unskilled, unconsciousness, tension and other reasons is 5, 4, 2 and 1 times, respectively. From these data, a knowledge structure diagram of the chapter of learning of the class X can be obtained, and fig. 7 is a wrong-question analysis result diagram of this embodiment. As shown in fig. 7, the knowledge structure diagram includes a knowledge point grasping state, a knowledge point growth diagram, and an awareness and attitude pie diagram, the knowledge structure diagram presents the grasping condition of the student on the knowledge system of the chapter of unitary linear equations to be learned, including the grasping state of the knowledge point and the error times of the knowledge point, the knowledge point growth diagram presents the learning development and change process of some specific knowledge points, and the awareness and attitude presents the probability statistics of several kinds of error factors at the awareness and attitude level in the process of learning the content of the chapter.
Step S105, reading the mathematical cognition structure diagram, distributing practice problems according to the cognition structure diagram, sending error problems in the practice problems finished by the students to the error problem module, and turning to step S3.
And in the guidance training module, according to the input error knowledge point label and the knowledge point condition presented in the fourth step, the X classmates independently select or the teacher pushes personalized exercise to consolidate the error knowledge points. For example, for the error of the knowledge point '7.3.1 item shifting', variable practice can be performed to deeply know the difference between 'monomial' and 'factorial', and for the error of the knowledge point '7.3.2 solving unary linear equation step', on one hand, equations with integral formulas on two sides are selected for practice to consolidate 'correct denominator' attribute, and on the other hand, a subject with certain difficulty but flexible deformation can be pushed by a teacher to train the observation and random strain capabilities of students.
Second embodiment
The embodiment provides a perfection system of a mathematical cognition structure diagram based on a fault problem. Fig. 8 is a structural diagram of a perfecting system of the error-based mathematical cognition structural diagram. As shown in fig. 8, the system for perfecting a mathematical cognition structural diagram based on a fault problem includes: the device comprises a standardized knowledge structure module 10, a knowledge structure initialization module 20, an error problem module 30, a mathematical cognition structure diagram generation module 40 and a guiding exercise module 50, wherein:
the standardized knowledge structure module 10 is used for providing a standardized knowledge structure of the current learning content.
The standardized knowledge structure module 10 is formed by any lesson teacher. And (4) combing the knowledge points of each chapter by the teacher according to the lesson mark or teaching material according to three elements of the knowledge point name, the knowledge point affiliation and the knowledge point first-repair relation to generate a standardized knowledge structure module of the chapter, and providing a knowledge point standard reference for students when thinking back wrong questions. The data table fields of the standardized knowledge structure module comprise knowledge point id, knowledge point names, sub knowledge point id, sub knowledge point names, prior knowledge point id and prior knowledge point name.
The knowledge structure initialization module 20 is associated with the standardized knowledge structure module 10 and is used for providing the personalized knowledge structure of the student on the current learning content.
The knowledge structure initialization module 20 is formed by students. After learning each part of content, the student inputs the mastering condition of the knowledge point of the part to form an initialization knowledge structure chart of the student for the part. The content input by the knowledge structure initialization module mainly comprises four parts of knowledge point meanings, knowledge point subordination relations, knowledge point attributes and knowledge point modification relations, and the corresponding data table fields comprise knowledge point names, knowledge point descriptions, sub knowledge point names, sub knowledge point descriptions, knowledge point attributes, knowledge point attribute descriptions, knowledge point modification names and knowledge point modification descriptions. The knowledge point name, the sub-knowledge point name and the prior-modification knowledge point name correspond to a standard knowledge structure in the standardized structure knowledge module; the knowledge point description, the sub-knowledge point description, the knowledge point attribute description and the first-repair knowledge point description are personalized language descriptions of the current learning content according to self understanding of students.
The wrong question module 30 is connected to the knowledge structure initialization module 20, and is used for inputting the current wrong question and analyzing and correcting the reason for the current wrong question by the student.
The error module 30 is completed by students.
The analysis of the error cause of the current error problem comprises two dimensions of knowledge point analysis, consciousness and attitude analysis. The knowledge point analysis comprises two parts of error knowledge point searching and error cause description: the error knowledge point searching is to find error knowledge points from knowledge points or sub-knowledge points in a knowledge structure initialization module, and the error cause description is personalized language description of the error knowledge points according to self understanding of students; the consciousness and attitude analysis is classified according to categories, such as five categories of ' untight ', ' unfamiliar ', ' unconscious ', nervous ' and ' other reasons ', and can also be graded according to scores of 1-10, and students select error categories according to current error knowledge points. The correction of the current wrong question adopts a special mark to record the wrong part and record the correct answer.
The mathematical cognition structural diagram generating module 40 is associated with the knowledge structure initializing module 20 and the wrong question module 30, and is used for reading wrong question information in the wrong question module and generating a current mathematical cognition structural diagram corresponding to the personalized knowledge structure in the knowledge structure initializing module.
The current mathematics cognition structure chart presents the mastery degree of the students to the knowledge points, and at least comprises the following steps: the understanding degree of different knowledge points is represented by different colors, the error frequency of different knowledge points is marked by numbers, the consciousness and attitude category of different knowledge points are quantitatively represented by a pie chart, the error frequency of a specific knowledge point is analyzed at different time intervals, and a learning growth curve chart of students for the knowledge point is generated.
The guiding exercise module 50 is connected with the mathematics cognition structure diagram generation module 40 and the wrong exercise module 30 and is used for reading the mathematics cognition structure diagram, distributing exercise exercises according to the cognition structure diagram and sending wrong exercises in the exercise exercises finished by students to the wrong exercise module.
The distribution practice problem at least comprises: distributing according to the comprehension degree of the knowledge points, distributing according to the error frequency of the knowledge points, and distributing according to the consciousness and attitude categories of the knowledge points. Students choose different distribution bases according to own wishes, and exercises of different emphasis points of knowledge points are improved in a targeted mode. The assignment practice questions may also be selected by the student or assigned by the teacher's recommendation.
When the current mathematical cognition structure diagram generated by the perfection system meets the preset standard, the current learning content of the student reaches the preset requirement, and at the moment, the current learning can be quitted. The preset standard is specifically set according to the actual conditions of students.
The perfection system of the mathematical cognition structure diagram based on the fault problem can be realized by the CPU or the programmable logical transmission controller PLC and also can be realized by the APP depending on the computer, the tablet personal computer or the smart phone.
According to the technical scheme, the system for improving the mathematical cognition structure diagram based on the wrong questions realizes the change of the mathematical learning state of the student through repeated circulation of the links such as wrong question analysis and correction, secondary carding of knowledge structures, targeted exercise and the like, and not only comprises the understanding and holding degree of an identification point and a knowledge system, but also comprises learning consciousness and attitude and meta-cognition ability; by distributing exercise questions pertinently, the low-consumption exercise mode is changed, the attention is focused on wrong questions and knowledge points which are not mastered, meanwhile, the logical reasoning training is enhanced in the question making process, the consciousness level of mathematical learning is continuously improved, and the rigorous and correct learning attitude is developed; meanwhile, students can enjoy the interest of independent learning and the interest of mathematics learning is improved. The invention relates the wrong question with the learned knowledge, consciousness, attitude and learning behavior, establishes the corresponding relation between the mathematical learning and the cognitive structure element, and enables the student to correct the learning deficiency based on the target; the learning concept of brain science 'three in one' is utilized, reasons are summarized from thinking and attitudes, targets are provided for learning behaviors, wrong problem resources are fully explored, the thinking resistance of students is improved, and the learning subjectivity of the students is fully reflected; by collecting wrong thinking data, the learning state of the students is presented dynamically and visually, and a 'thinking-arousing-correcting' method and a 'thinking-arousing-correcting' path are provided for the students.
While the foregoing is directed to the preferred embodiment of the present invention, it is understood that the invention is not limited to the exemplary embodiments disclosed, but is made merely for the purpose of providing those skilled in the relevant art with a comprehensive understanding of the specific details of the invention. It will be apparent to those skilled in the art that various modifications and adaptations of the present invention can be made without departing from the principles of the invention and the scope of the invention is to be determined by the claims.
Claims (9)
1. A method for perfecting a mathematical cognition structure diagram based on a fault is characterized by comprising the following steps:
step S1, generating a standard knowledge structure of the current learning content and storing the standard knowledge structure in a standardized knowledge structure module;
step S2, generating the personalized knowledge structure of the current learning content of the student and storing the personalized knowledge structure in the knowledge structure initialization module;
step S3, the student analyzes and corrects the current wrong question, and stores the current wrong question, the wrong reason analysis result and the correction label in the wrong question module;
step S4, generating a mathematical cognition structure diagram of the current state according to the wrong question information in the wrong question module and corresponding to the personalized knowledge structure in the knowledge structure initialization module; when the generated current mathematical cognition structure diagram accords with a preset standard, ending the current learning; otherwise, go to step S5;
and S5, reading the mathematical cognition structure diagram, distributing practice problems according to the cognition structure diagram, sending error problems in the practice problems finished by the students to the error problem module, and turning to S3.
2. The method for improving a mathematical cognition structural diagram based on the wrong question as claimed in claim 1, wherein the data table fields of the standardized knowledge structure comprise knowledge point id, knowledge point name, sub knowledge point id, sub knowledge point name, prior knowledge point id and prior knowledge point name.
3. The method for improving the wrong-question-based mathematical cognition structural diagram according to claim 2, wherein the personalized knowledge structure at least comprises four contents of knowledge point meanings, knowledge point subordination relations, knowledge point attributes and knowledge point modifying relations, and the corresponding data table fields comprise knowledge point names, knowledge point descriptions, sub-knowledge point names, sub-knowledge point descriptions, knowledge point attributes, knowledge point attribute descriptions, modifying knowledge point names and modifying knowledge point descriptions; the knowledge point name, the sub-knowledge point name and the prior-repair knowledge point name correspond to the standard knowledge structure; the knowledge point description, the sub-knowledge point description, the knowledge point attribute description and the first-repair knowledge point description are personalized language descriptions of the current learning content according to self understanding of students.
4. The method for improving the structure diagram of the mathematical cognition based on the fault problems as claimed in claim 3, wherein the fault analysis of the current fault problems comprises two dimensions of knowledge point analysis, consciousness and attitude analysis; wherein the content of the first and second substances,
the knowledge point analysis comprises two parts of error knowledge point searching and error cause description; the error knowledge point searching means finding out error knowledge points from knowledge points or sub-knowledge points in the knowledge structure initialization module; the error cause description is personalized language description of the error knowledge points according to self understanding of students;
the consciousness and attitude analysis refers to analyzing the current error reason from a non-intellectual perspective and making a category selection.
5. The method for refining a structure diagram of mathematics cognition based on wrong questions as claimed in claim 4, characterized in that said analysis categories of consciousness and attitude include five categories of "not strict", "not skilled", "not clear-headed", "tension" and "other reasons".
6. The method for improving a structure diagram of mathematics cognition based on wrong questions as claimed in claim 4, wherein said current structure diagram of mathematics cognition in step S4 represents the mastery degree of knowledge points by students, and includes at least: the understanding degree of different knowledge points is represented by different colors, the error frequency of the different knowledge points is marked by numbers, the consciousness and attitude category of the knowledge points are quantitatively represented by a pie chart, and the error frequency of a specific knowledge point in different time periods is represented by a generated curve chart.
7. The method for improving the structure diagram of the mathematics cognition based on the wrong questions as claimed in any one of claims 4 to 6, wherein the step S5 of distributing the practice problems at least comprises the following steps: distributing according to the comprehension degree of the knowledge points, distributing according to the error frequency of the knowledge points, and distributing according to the consciousness and attitude categories of the knowledge points.
8. The method for refining a mathematical cognition structural diagram based on the wrong question as claimed in claim 7, wherein the distribution practice problem comprises student self-selection and teacher recommended distribution.
9. The system for improving the wrong problem-based mathematical cognition structural diagram is characterized by comprising the following steps of: standardized knowledge structure module, knowledge structure initialization module, wrong problem module, mathematics cognitive structure picture generation module and direction exercise module, wherein:
the standardized knowledge structure module is used for providing a standardized knowledge structure of the current learning content;
the knowledge structure initialization module is associated with the standardized knowledge structure module and is used for providing an individualized knowledge structure generated after a student learns the current content;
the wrong question module is associated with the knowledge structure initialization module and is used for inputting the current wrong question and analyzing and correcting the wrong cause of the current wrong question by the student;
the mathematical cognition structure diagram generation module is associated with the knowledge structure initialization module and the wrong question module, is used for reading wrong question information in the wrong question module and is used for generating a current mathematical cognition structure diagram corresponding to an individualized knowledge structure in the knowledge structure initialization module;
the guiding exercise module is associated with the mathematics cognition structure diagram generation module and the error problem module and used for reading the mathematics cognition structure diagram, distributing exercise problems according to the cognition structure diagram and sending error problems in the exercise problems finished by students to the error problem module.
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