Research On The Construction Of Evaluation Index System For Teaching Objective Design Of High School Mathematics Concept Course

The reasonable design of teaching objectives is of great significance for improving the quality of mathematics classroom teaching and developing students’core literacy in mathematics.Conceptual courses are one of the important course types in high schools.Research and construction of an evaluation index system and an evaluation model that focus on the high school stage and aim at conceptual courses.On the one hand,it provides standards for the quantitative evaluation of teaching goal design,and on the other hand,it provides certain help to improve the level of teachers’teaching goal design.The research questions are:（1）What is a reasonable evaluation index system for the design of teaching objectives of high school mathematics concept courses?（2）What is the design evaluation model of the conceptual course teaching goal design based on the evaluation index system of the high school mathematics conceptual course teaching goal design?Build high school mathematics concept teaching goal design evaluation index system and evaluation model of the basic steps for:first of all,using the method of literature,in mathematics teaching goal and its design,the evaluation index system of high school mathematics concept teaching goal design,the existing evaluation index system and the existing problems and related research literature review analysis,preliminary determine index a,level 2 dimensions,and the corresponding evaluation standards;Secondly,Nvivo11 qualitative analysis software is used to code and analyze the teaching objectives of 100 outstanding high school mathematics concept courses,verify the rationality of the index system structure,and complete the preliminary construction of the index system.Then use the expert consultation method to modify and improve the initial structure of the index system and evaluation standards,and determine the weight of each index,obtain a weighted index system,and build a corresponding evaluation model;Finally,experts score the teaching target samples and evaluate the relevance of the content to test the reliability and content validity of the index system,so as to ensure the scientific nature and effectiveness of the index system.The research conclusions are as follows:（1）The"High School Mathematics Concept Course Teaching Objective Design Evaluation Index System"contains three first-level dimensions"curriculum standards,mathematics textbooks,and student learning conditions"and nine second-level indicators.Among them,the"curriculum standard"dimension includes three indicators of"standard requirements,literacy development,and overall integration",the"mathematics textbook"dimension includes three indicators of"concept abstraction,concept connotation,and concept application",and the"student’s academic conditions"dimension includes three indicators of"knowledge base,ability base,and ideological experience".The nine indicators correspond to their evaluation standards.Through the evaluation and implementation test,the index system and model are scientific and effective,and can quantitatively evaluate the teaching goals of high school mathematics concept courses.（2）The evaluation model based on the index system is:S=0.180T₁+0.139T₂+0.102T₃+0.103T₄+0.150T₅+0.104T₆+0.101T₇+0.070T₈+0.051T₉（Among them,the meaning of each letter is:S:total score of teaching objective;T1 to T9:score of each secondary index.）The following suggestions are put forward for the design of the teaching objectives of the high school mathematics concept class:The design of the concept class teaching goal should meet the requirements of the"new curriculum standard"for concept mastery:clearly express the degree of compliance,pay attention to the achievement of students’core mathematics literacy,and reflect the integrity and level of the goal;Highlight the distinctive characteristics of mathematics:reflect the formation process of concepts,dig deep into the essential characteristics of concepts,and pay attention to the practical application of concepts;suitable for students’academic conditions:consider the knowledge,abilities,ideas and experience bases possessed by students.