Research On The Construction Of The Evaluation Index System For The Mathematics Learning Adaptability Of High School Students

Adaptability is the quality of people’s strong will to overcome difficulties,also an important guarantee for the realization of lifelong learning.The high school stage is an important period for the formation of students’ personality and independent development,and the first year of high school is an important stage for the connection between junior and senior high school.The level of mathematics learning adaptability of high school students plays a vital role in the mathematics learning of students in high school.The development of a targeted index system for the evaluation of mathematics learning adaptability of high school students is of research significance for diagnosing the adaptability of students and making targeted suggestions.The research mainly includes the following two questions:(1)What are the firstlevel indicators,second-level indicators,and evaluation items included in the reasonable evaluation index system of the mathematics learning adaptability of high school students?(2)What is the status quo of high school students’ mathematics learning adaptability?The research includes the following research contents: based on the analysis of a large number of relevant documents,the research conducts a preliminary structure of the first-level of the mathematics learning adaptability of high school students,and on this basis,the preliminary structure of the secondlevel indicators and evaluation items;Revised and perfected the index system of the school,which consists of two steps.Firstly,it is revised and improved based on expert opinions,and then revised and improved based on the results of the scale implementation,to determine the final high school students’ mathematics learning adaptability evaluation index system;Finally,a survey of the current situation of high school students’ mathematics learning adaptability.According to the final index system,the evaluation scale(formal test)is compiled and tested.The SPSS statistical software is used to measure the reliability and validity,the overall level of mathematics learning adaptability of high school students,gender differences,and level differences between students with different high school entrance examination scores.Analyze the difference of whether to preview before entering the first year of high school.Based on the above research,the research conclusions are as follows:(1)The evaluation index system of mathematics learning adaptability of high school students includes 4 first-level indicators,10 second-level indicators and 24 evaluation items: intrinsic adaptability,teaching adaptability,mathematics learning content adaptability and environmental adaptability.(2)In terms of overall level: the average score of overall mathematics learning adaptability tested is 3.6 points(The total score is 5),the overall level is above the middle level,the best performance in environmental adaptability,and the weakest performance in teaching adaptability.(3)Differences: There is no gender difference in the adaptability of mathematics learning among senior high school students;there are significant differences in the internal adaptability and the adaptability of mathematics learning content among students of different grades of mathematics in the high school entrance examination.The effect sizes of the differences are the large effect and small effect.There are no significant differences in teaching adaptability and environmental adaptability;there are significant differences in the internal adaptability,adaptability of mathematics learning content,and environmental adaptability between students who have previewed before entering the first year of high school and those who have not previewed.Significant differences and performance differences are all small effects.There is no significant difference in teaching adaptability.Based on the above research results,the following suggestions are put forward:(1)Focus on individual differences among students and improve their inherent adaptability;(2)Reasonably organize teaching arrangements to improve teaching adaptability;(3)Pay attention to the development of knowledge and improve the adaptability of mathematics learning content(4)Create a good learning atmosphere and improve environmental adaptability.