Research On Evaluation Of College Students' Mathematics Learning Quality

Nowadays,the reform and development of Chinese universities have entered the stage of “emphasis-based development that takes quality improvement as the core” and improving the quality of personnel training in colleges and universities is a reflection of the function of personnel training in colleges and universities.At the same time,the quality of university curriculum learning is the foundation and key to improve the quality of personnel training.“College Mathematics” is a compulsory basic course for colleges and universities,which makes the quality of this course subject to the attention of teachers and classmates.Therefore,how to evaluate the quality of university mathematics learning and establish a set of effective quality evaluation methods are of vital importance to improve the quality of university mathematics teaching and improve the quality of personnel training in colleges and universities.This article focuses on the evaluation of college students' mathematics learning quality evaluation and uses a self-designed questionnaire to conduct questionnaire surveys on university students in Capital University of Economics and Business from six aspects: mathematics study habits,learning ability,learning motivation,learning resistance,teaching environment,and learning environment.On this basis,the differences in the influencing factors of mathematics learning quality among college students are analyzed,and an evaluation model for mathematics learning quality of college students is established.The key points,difficulties,and innovations of this article are:First,this article combines the characteristics of pedagogy,psychology,and mathematics,focusing on mathematics learning,mathematics teaching,mathematics learning quality evaluation and so on.Design the questionnaire for the quality of mathematics learning of college students from mathematics study habits,learning ability,learning motivation,learning resistance,teaching environment and learning environment.And to conduct reliability test.Second,around the cognitive factors of learning quality(learning habits,learning ability),non-cognitive factors(learning motivation,learning resistance)and environmental factors(teaching and learning and environment)of university mathematics learning.The three major aspects of the integration of frequency distribution,importance drive to make a difference analysis of the factors affecting the quality of college students' mathematics learning.The study finds that as for the improvement of the learning quality of cognitive factors,“active speech in class,active participation in classroom teaching interaction”,“preclass preview and after-class review” and “a clear learning plan” needs to be improved;as for the improvement of the learning quality of on non-cognitive factors,“degree of preference for mathematics” and “good self-restraining ability” needs to be improved;as for the improvement of the quality of learning about environmental factors,“using modern teaching methods” and “giving students enough time to ask and discuss”."Encouragement from family and friends","Learning atmosphere in schools","Classroom study style and mutual assistance" needs to be improved.Third,the variables were selected through exploratory factor analysis,and the structural mathematics theory was used to establish a mathematics learning quality evaluation model for undergraduates.The model not only establishes a method for quantifying the quality of college students' evaluation,but also further analyzes the related factors that affect the quality of college students' learning and provides a theoretical basis for improving the quality of mathematics learning.The model calculates the college students' mathematics learning quality evaluation scores based on six indicators: learning habits,learning ability,learning motivation,learning resistance,teaching environment,and learning environment.When the mathematics learning quality actual score is higher than the mathematics learning quality theory score,it indicates that the student's mathematics learning quality is good;otherwise,it indicates that the student's mathematics learning quality needs to be improved.Educators can refer to this model to identify the factors that need improvement and effectively improve the quality of mathematics learning for college students.