A Study On The Evaluation Of Learning Adaptability Of Students' Mathematics Curriculum In Minority Areas

This study focuses on the evaluation of mathematics curriculum adaptability of students from ethnic minority regions, taking Guizhou province as an example. Based on the graded response model of item response theory, and with the data of test papers and questionnaires collected from ethnic minority areas of Guizhou Province, a model with the concepts of Objective Adaptability and Subjective Adaptability is constructed to evaluate Learning Adaptability, the latent trait of students, which, as explained in this paper, has complicated meanings including the adaptability of both the Curriculum Standard and classroom teaching.Chapter I clarifies the definition of the issue we discussed, i.e. what is the meaning of learning adaptability in this paper and how to appreciate the evaluation of learning adaptability. The background information is also introduced.Chapter II gives out the framework of this study and three questions that will be discussed and tried to resolve, and introduces the design of this study, including the research object, method, and experimental steps.Chapter III includes the preparation of test papers and questionnaires, as well as the basic data processing.Chapter IV gives out the result of data analysis. Based on the coefficients of Subjective Adaptability and Objective Adaptability, the new concept of Coordinative Adaptability is introduced so as to give further evaluation and explanation. The answers collected from questionnaires are also used to make causation analysis through the method of word frequency count.Chapter V concludes the results of the above chapters. All the three questions put forward in Chapter II are explained in detail on the basis of data and text analysis, combined with the observation of on-the-spot investigation. From the general results we can see that there is still room for the improvement of mathematics curriculum learning adaptability of students from ethnic minority regions, and the regional differences still exist. The resolution of current problems needs the efforts of students, schools, teachers and parents, and the role of teachers is especially crucial. Some thought and suggestions are also given in the end.