A Study Of Visual Imaginative Literacy Assessment

The development of mathematics is closely related to the progress of human society,and the core literacy of mathematics is particularly important for the development of quality education.One of the major features of mathematics is its unique abstractness.However,visual imagination can help students study mathematics better,and it can also cultivate students’ abilities to ask questions,analyze problems and solve problems by themselves.As to how to cultivate and improve the students’ visual imaginative literacy,the first thing to study is the status quo of the students’ level of visual imaginative literacy.This paper refers to the research on the connotation and level division of visual imaginative literacy in domestic and foreign literature.On this basis,the teaching and evaluation cases in the appendix of the Standard of Mathematics Course of Ordinary High School(2017 Edition)are analyzed in depth.Moreover,a set of test volumes to measure the visual imaginative literacy of senior high school students in grade two is compiled.And we formulate standards including corresponding levels of visual imaginative literacy which can be reached by students,in order to make a more scientific and real measurement of the level of visual imaginative literacy for the high middle school students in grade two.This study selected some second grade students in a high middle school in Hubei as the research objects,and gather the results of their test volumes and input the data into SPSS22.0 for analysis of differences and relevance,and the following conclusions are drawn:(1)The most of the students’ visual imaginative literacy in this school are at the level of one or two.The students who are at the level of zero or three of the visual imaginative literacy level are lower than 5%of the total number of participants.(2)There are significant differences between boys and girls in the level of visual imaginative literacy.(3)There are significant differences in the level of visual imaginative literacy between liberal arts students and science students.(4)There is no significant difference between students of different ages in the level of visual imaginative literacy.(5)The students’ visual imaginative literacy level is positively correlated with the students’normal performance.(6)The students’ visual imaginative literacy level is positively related to the students’ preference for mathematics.(7)The level of visual imaginative literacy that the student is in is significantly and positively correlated with the number of times the student makes a physical model.According to the conclusion based on the results of the study,the following suggestions are put forward on how to cultivate and improve the students’ visual imaginative literacy.(1)Different teaching methods should be adopted for boys and girls.(2)Try to balance the differences between liberal students and science students.(3)Cultivate students’ reading ability in Mathematics.(4)Use a variety of teaching methods in geometry teaching.The innovations of this article:(1)Drawing on the division of the visual imaginative level from the "course standard",a set of assessment test papers were prepared for measuring the current level of visual literacy of high middle school students in second-year.(2)According to the degree of difficulty of each question and the level of knowledge involved in the test volume,we defined the level of the questions.The test volume also contains two parts of the basic information and information feedback,and the reliability of the test volume reliability is better.(3)We set a certain standard to define the level of visual literacy level that students can achieve.