Research On The Quality Monitoring Of Mathematics Education Based On Intemational Evaluation Project

In today's digital and informative age,the international organizations and countries have great concern with the quality of learning.The world is trying to improve the quality of education in various ways.Basic education quality monitoring is an important starting point to improve the quality of education.More and more international organizations and countries has attached importance to the establishment of education quality monitoring system to monitor the participating countries and their own countries ' education quality.In the year of 2015,China carried out the mathematical and physical culture compulsory education quality monitoring work for the fourth and eighth grade students.The survey of students' academic level is the main content of educational quality monitoring,and it is also an important means to realize the quality control of education.To promote the development of students 'core literacy is the educational idea advocated by modern education,to cultivate and develop students' mathematics literacy is the goal of mathematics education teaching.The Internationally well-known evaluation project-PISA,TIMSS,NAEP mathematical test is based on their own understanding of mathematical literacy by some countries and world organizations.Our monitoring of the quality of mathematics education,and the development of mathematical academic level survey should also focus on mathematical literacy designing evaluation framework and test tools.It is helpful for us to study the mathematical test framework and mathematics test questions of international evaluation project,and to think about the connotation of mathematics education quality monitoring,Which will promote the development of mathematics academic level test and improve the quality monitoring system of basic education in our country.At the same time,it is helpful to promote the students'personal development and improve the teaching quality of mathematics education.Using the literature research method,the paper has analyzed the frame and examination questions of PISA,TIMSS and NAEP of the eighth grade since 2000.Firstly,It has the following enlightenments for China's math education monitoring:to clarify the evaluation concept of mathematics education quality monitoring;to formulate scientific and comprehensive mathematical evaluation framework;to pay attention to the interpretation and feedback of evaluation results;to pay attention to the consistency of mathematical evaluation system.Secondly,in the nowadays reform of china' s education,it is necessary to promote the comprehensive and individualized development of students and to improve the students' mathematical literacy.Combined with existing research,pondering over the connotation on math education quality monitoring,the research puts forward four monitoring points,mathematical reading,mathematical communication,mathematical modeling,posing mathematical problems.The research expounds and demonstrates the meaning of these four aspects,the value of education and the design of evaluation tasks etc.Finally,on the basis of the research and analysis,this paper analyzes the relevant questions in the three international evaluation projects by using the case analysis method of the four mathematics education quality monitoring points.In addition,on the basis of summarizing the research conclusion,the limitations of the research are given from the aspects of objective conditions of research,research ability and so on,and the research prospect is put forwarded.The stabilized TIMSS,NAEP mathematical test framework and testing tools,and gradually mature PISA mathematical test system provides a valuable experience for China's mathematical quality monitoring.We should combine the current situation of mathematics education base on the established framework to innovate the mathematical quality monitoring tool.The thinking and exploration of the factors about the quality monitoring of mathematics education provide some new ideas for the development of mathematics examination questions to a certain extent.