Research On The Assessment Of Students' Intuitive Imagination Literacy Of Senior Two Students

The core literacy driven by curriculum reform has been carried out in full swing.Contemporary education now attaches more importance to the cultivation of core literacy,and the improvement of intuitive imagination literacy has also become a hot topic in the research field of mathematics education.How to evaluate students' intuitive imagination literacy and put it into practice is the key problem to be solved urgently.This thesis aims to study the current situation and characteristics of intuitive imagination literacy of sophomore students through literature analysis,interview,test paper surveys and typical case analysis.Firstly,this study defines the connotation and composition of intuitive imagination literacy through consulting plenty of literature results.Secondly,based on combing the related theories of intuitive imagination,referring to PISA test theory and learning from the evaluation opinions of experts on mathematical literacy,this paper constructs a three-dimensional evaluation framework and level division index system of intuitive imagination literacy from content dimension,context dimension and process dimension.The first-level dimension is accorded with PISA,which depicts students' intuitive imaginative literacy from the view of content,scenario and process dimensions,but it has been improved in the second-level index and description.Finally,according to the evaluation indicators,the intuitive imagination literacy test paper was compiled,and the test paper was revised through interviews and prediction results.The test paper was formally tested in a key middle school of a county in Ganzhou City in November 2019,and the test data were analyzed and processed.At the same time,this research also further investigates the current situation of students' intuitive imagination literacy and learning difficulties through teacher interviews.The results of surveys suggest that:(1)the overall performance of sophomore students' intuitive imagination literacy is low;(2)students have different performance in intuitive imagination literacy under different content dimensions;(3)there are differences in students' intuitive imagination literacy performance under different situational dimensions;(4)the difference between boys and girls in intuitive imagination literacy in the second year of high school is not significant;(5)the development of students' intuitive imagination literacy in different levels of classes is not balanced;(6)there is a significant correlation between visual literacy and students' math academic performance.Based on the analysis of typical cases and the results of testing students and interviewing teachers,this paper offers some teaching suggestions on how to cultivate and promote high school students' intuitive imagination literacy.