Research On The Evaluation Of Senior High School Students' Academic Achievement In Algebra Formula Learning ——Taking The Formula Learning In The Sequence Of Equal Difference And Equal Ratio As An Example

With the development and progress of society,the evaluation standard of academic achievement has gradually developed from examination results to the imvestigation of students' various qualities.Mathematics is the basis of science,and the evaluation method of mathematical academic achievement is particularly important.The learning of algebraic formula is an important content of mathematics,and the number series formula plays an important role in high school mathematics,It is inseparable from multiple knowledge points and plays a key role in connecting the preceding and the following in the structure of mathematical knowledge.This study draws lessons from the evaluation model of international academic test and evaluation project and combines the characteristics of mathematical algebra formula to establish an algebraic formula academic achievement evaluation model to evaluate students' mastery of equal difference and equal ratio series formulaThis study takes four parallel classes of senior two students in an ordinary high school in Y City as the research object.Through the paper and pen test,questionnaire survey and interview survey on 184 students,this study investigates the students'mastery of equal difference and equal ratio sequence formula learning from the dimensions of understanding,connection and application,and analyzes the learning obstacles and causes of students' learning of equal difference and equal ratio sequence formula in combination with teacher interview and student interview,provide effective suggestions for teachers' teaching and students' learning.The conclusions of this study are as follows:(1)Mastery of sequence formula:students who understand the dimension are more familiar with symbolic language and can master the basic formula derivation method,but do not understand its essence;Connection dimension most students can master the internal knowledge connection of the formula of equal difference and equal ratio sequence,and are unfamiliar with the connection between the sequence and other knowledge,but the internal connection of knowledge lacks self-thinking and sorting,and each knowledge point is in an isolated state;Application dimension students can skillfully use formulas to solve mathematical problems,consciously extract the effective information in the problem and abstract the appropriate mathematical model in practical problems.However,in the process of solving mathematical problems,there are large problems in calculation and weak computing ability(2)According to the results of comprehensive test and interviews,senior high school students in the school can' t understand well and use the formula of equal difference and equal ratio series to solve problems.Students show an unbalanced development in the three dimensions of understanding,connection and application,and the connection dimension is poor and the application is the best(3)Students' mastery of sequence formula is not related to gender.Among the three dimensions,the connection is weakly related to the other two dimensions,and there is a strong correlation between understanding and application,that is,the stronger students' understanding ability of algebraic formula,the more flexible they can use formula to solve problemsThrough further interviews with students and teachers,combined with the students' answers to the test,it is analyzed that the reasons for the above learning obstacles in the process of learning the formula of equal difference and equal ratio sequence are as follows:(1)students:they are used to the strategy of sea questions and ignore the source and essence of mathematical formula;Lack of self-thinking and arrangement of the connection between new knowledge and old knowledge,so as to fail to internalize and systematize the knowledge learned;(2)Teacher:the teaching method is too traditional,and the professor who pays attention to knowledge ignores the infiltration of mathematical ideas and methods;The teaching topic is too template,which limits the cultivation of students' divergent thinking.In view of the above conclusions,this thesis puts forward some suggestions for teachers and students:(1)students:use the evaluation model to check and make up for their own algebraic formula learning;The concept map can help students establish the connection between new and old knowledge and systematically learn mathematics;(2)Teachers:in the bad situation of examination,teachers can test the teaching effect stage by stage through the model;Diagnose the source of students' problems from the dimensions of understanding,connection and application,so as to guide teachers to adjust teaching direction...