| The curriculum reform guided by the development of students’ subject core literacy is advancing steadily.It has become the consensus of the world’s basic education curriculum reform to carry out curriculum design and integration around the core literacy,and explore the learning,teaching and evaluation model to promote the development of core literacy.The international research on literacy evaluation is in the exploratory and experimental stage,the domestic research on core literacy evaluation is in its infancy,and the research on the methods and techniques of core literacy evaluation is relatively rare.Intuitive imagination literacy is one of the six core literacy of mathematics proposed by the new round of general high school mathematics curriculum reform.The evaluation of intuitive imagination literacy lacks targeted,operable and quantifiable tools.Under the educational scientific research background of "strengthening educational empirical research and promoting the transformation of research paradigm ",the research on the evaluation model of intuitive imagination literacy has important theoretical,practical and methodological significance for the evaluation and teaching of intuitive imagination literacy.Based on the above background,this dissertation identifies three specific research questions:Question 1 reconstruct the level division evaluation framework of high school students’ intuitive imagination literacy,and apply it.Question 2 construct the evaluation index system of high school students’ intuitive imagination literacy.Question 3 construct the evaluation model of high school students’ intuitive imagination literacy,and apply it.Focusing on the research of the above three issues,this dissertation is divided into eight chapters,and the research contents of each chapter are closely connected and form a unified whole step by step.Chapter 1 is the introduction,which consists of four parts:research background,research significance,research design and core concepts,It aims to explain the "why" and "how" of the research;chapter 2 is literature review,which aims to critically absorb the relevant contents in the process of literature analysis and review,so as to provide the basis and guarantee for innovative research;chapter 3 summarizes the relevant theories such as international mathematics literacy evaluation project,geometric thinking theory and mathematical understanding development theory,so as to provide theoretical support for the research;chapter 4 is the analysis of high school mathematics teaching content based on intuitive imagination,which builds the basis of content dimension for the research;chapter 5 studies the test questions of intuitive imagination literacy on the basis of studying the test questions of international high school mathematics literacy evaluation project and China’s college entrance examination,so as to create test questions and technical foundation for the evaluation;Chapter 6 reconstructs the "level division evaluation framework" of high school students’ intuitive imagination literacy and apply it,which is based on the "General High School Mathematics Curriculum Standards(2017 Edition)",and guided by related theories.Chapter 7 uses the combination of qualitative and quantitative research methods to construct the "evaluation index system" of high school students’ intuitive imagination literacy.On this basis,with the help of confirmatory factor analysis and teacher scoring method,the "structural equation evaluation model" of high school students’ intuitive imagination literacy is constructed and applied;Chapter 8 is the conclusion and prospect.The main process and conclusion of the research:First,reconstruct and apply the level division evaluation framework of high school students’ intuitive imagination literacy.Based on the description of the connotation,value,performance and three level evaluation framework of intuitive imagination literacy in the "General High School Mathematics Curriculum Standard(2017 Edition)",guided by relevant theories,especially drawing on the five levels of Van Hiele geometric thinking,according to the " complexity of the situation" and "the presentation form of graphics",the "three types and five levels" of the intuitive imagination literacy level division evaluation framework is constructed."Three types" refer to "manipulate the geometric figure or identify the geometric figure in a familiar situations","establish the geometric figure in an associated situations","create the geometric figure with the help of imagination in a comprehensive situation ";"Five levels" refer to the level of intuitive imagination literacy demonstrated by high school students after learning relevant mathematics content,which is divided into level 0 ～ level 4.Application of evaluation framework: Based on the level division evaluation framework,the evaluation paper is prepared,and the formal test is carried out after the pre-test.The 2111 valid test papers(Cronbach’s alpha coefficient is 0.808)from senior two students in Fujian Province are analyzed,and the conclusion is drawn:(1)The difficulty of test questions varies with different types of test questions.From type 1 to type 3,the difficulty of test questions shows an increasing trend.The complexity of the situation and the presentation form of graphics have different requirements for students’ intuitive imagination literacy.(2)The level of intuitive imagination literacy of senior two students in Fujian Province is general.For the test questions of type 1,type 2 and type 3,the proportion of students reaching level 4 shows an obvious decreasing trend.On the whole,only 30% of students reach level 4.(3)The level of intuitive imagination literacy of senior two students in different regions is uneven,which is "urban area","County town" and "township" from high to low.Research conclusion: The level division evaluation framework provides a tool for the evaluation of high school students’ intuitive imagination literacy from a macro and qualitative point of view,which has the characteristics of clear hierarchy,strong pertinence and easy operation;The evaluation paper prepared based on the evaluation framework can effectively diagnose the level of high school students’ intuitive imagination literacy,and is conducive to guiding high school mathematics teaching with evaluation.Second,construct the evaluation index system of high school students’ intuitive imagination literacy.Firstly,through(1)tracing and discriminating the related concepts of intuitive imagination literacy;(2)Taking the intuitive level,description level and representation form in geometric thinking theory as the index dimension;(3)Learning from the cognitive representation mode and thinking development mode in the development theory of mathematical understanding;(4)Integrating the description of the connotation,value,performance and three level evaluation framework of intuition imagination literacy in “ordinary high school mathematics curriculum standard(2017Edition)”,and preliminarily setting up the evaluation index system of intuitive imagination literacy.Then,the preliminarily set evaluation index system was compiled into an expert consultation questionnaire,based on multiple rounds of consultations with mathematics education experts and middle school mathematics teachers,the Delphi method was used to finally construct a "3×9" evaluation index system of high school students’ intuitive imagination literacy("3" refers to the three first-level indexs of "relying on image to perceive objects","using representation to describe problems" and "using schema to analyze problems ",and "9" refers to the nine second-level indexs under the first-level indexs).Research conclusion: The construction of the evaluation index system reveals the profound connotation and rich extension of intuitive imagination literacy,sublimates its educational value,and has methodological significance.At the same time,it makes the intuitive imagination literacy surpass the geometric limit and become a more universal significance core literacy of mathematics discipline.Third,construct and apply the evaluation model of high school students’ intuitive imagination literacy.Firstly,using the Likert’s five-point scoring method,the constructed "evaluation index system of high school students’ intuitive imagination literacy" was set as a questionnaire,after the pre survey of 297 effective samples in Fujian Province,a formal survey was conducted,712 effective questionnaires from all over the country of college mathematics education teachers,middle school mathematics teachers,middle school mathematics teaching researchers,editors of mathematics textbooks and journal were analyzed.The results show that the identification degree of three first-level indexs and nine second-level indexs is relatively high,the corresponding Cronbach’s Alpha coefficients are 0.872 and 0.952,and the KMO values are 0.737 and 0.944,respectively,the questionnaire has high reliability and is qualified to further test its structural validity through confirmatory factor analysis.Then,through the first-order confirmatory factor analysis,it is concluded that the sample data is well matched with the preset evaluation indexs,and the constructed evaluation indexs are more scientific and reasonable.Then,with the help of the second-order confirmatory factor analysis,this paper constructs the "structural equation evaluation model" of high school students’ intuitive imagination literacy: Y=0.33A+0.35B+0.32 C,where,Y represents high school students’ intuitive imagination literacy,and A,B and C represent three first-level indexs,corresponding to "relying on image to perceive objects","using representation to describe problems" and "using schema to analyze problems " respectively;At the same time,with the help of the teacher scoring method,according to the average weight scores of 712 respondents on the three first-level indexs,an evaluation model was constructed: Y=0.32A+0.35B+0.33 C.The comparative analysis shows that the evaluation models constructed by using the two methods of "confirmatory factor analysis" and "teacher scoring method" are basically consistent.In view of the background of canceling the division of Arts and Science in the curriculum reform of ordinary high school,finally,the "structural equation evaluation model" is adopted to express the evaluation model of high school students’ intuitive imagination literacy as: Y=0.33A+0.35B+0.32 C.Application of evaluation model: According to the evaluation index and structural equation evaluation model,the evaluation paper is compiled,and the formal test is carried out after the pre-test.5172 effective test papers(Cronbach’s alpha coefficient is 0.742)from senior two and senior three students in Fujian Province,Guizhou Province and Shandong Province are analyzed,and the conclusion is drawn:(1)The level of high school students’ intuitive imagination literacy in the three content fields of "function","geometry and Algebra" and "probability and statistics" is at the medium level.Students have different levels of intuitive imagination literacy in different content fields,they are more prominent in the "geometry and algebra" content area,and relatively weak in the "function" content area.(2)The level of high school students in the three first-level indexs is at the medium level,from high to low,they are "relying on image to perceive objects","using schema to analyze problems" and "using representation to describe problems".(3)High school students’ intuitive imagination literacy will improve with the rise of grade.There are significant differences in the total scores of intuitive imagination literacy test between senior two and senior three students.In "relying on image to perceive objects" and "using schema to analyze problems",senior three students are better than senior two students,but there is no significant difference in the level of senior two and senior three students in "using representation to describe problems".(4)There is a significant positive correlation between high school students’ intuitive imagination literacy and mathematics scores.Research conclusion:(1)The structural equation evaluation model is operable.The evaluation paper prepared according to the evaluation index and evaluation model can effectively diagnose the level of high school students’ intuitive imagination literacy and reflect the characteristics of high school students’ intuitive imagination literacy.(2)The structural equation evaluation model has theoretical significance and practical value.At the theoretical level,it provides a tool for the evaluation of high school students’ intuitive imagination literacy from the micro and quantitative perspective,and enriches the evaluation theory of intuitive imagination literacy;At the practical level,it can not only provide the basis and means for the test question setting that pointing to the examination of intuitive imagination literacy,but also provide guidance and reference for the teaching design that pointing to the development of intuitive imagination literacy,reflecting three values: First,high school mathematics teachers can develop test questions to evaluate high school students’ intuitive imagination literacy according to the indicators and weights in the evaluation model;Second,use the test data to diagnose or evaluate the development and characteristics of high school students’ intuitive imagination literacy;Third,high school mathematics teachers can carry out teaching design and classroom teaching according to the indicators and weight distribution in the evaluation model,so as to cultivate high school students’ intuitive imagination literacy.The innovations of this dissertation are as follows:(1)Reconstruct the level division evaluation framework of high school students’ intuitive imagination literacy,and provide a tool for the evaluation of high school students’ intuitive imagination literacy from a macro and qualitative point of view;(2)Construct the evaluation index system of high school students’ intuitive imagination literacy,take the lead in the research on the evaluation model of high school students’ intuitive imagination literacy,and provide a tool for the evaluation of high school students’ intuitive imagination literacy from a micro and quantitative perspective;(3)Use the combination of quantitative and qualitative methods to systematically research on the evaluation of intuitive imagination literacy.As a tentative exploration of the construction of the evaluation model of intuitive imagination literacy,due to the limitations of expert consultation,questionnaire survey and test samples,this thesis needs to be further improved in the accuracy and popularization of the evaluation framework,evaluation indexs and evaluation model,as well as the depth and breadth of application.In the future,the research will further expand the question bank of high school students’ intuitive imagination literacy evaluation,promote and apply the evaluation tools,and explore the intellectualization of evaluation technology. |
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