The Current Situation And Practice Research On The Standardization And Rigor Of Math Answers In The Second Grade Of High School

With the continuous deepening of the reform of mathematics in the college entrance examination,the new curriculum standard of high school mathematics(2017 edition)proposes to develop six core qualities of students,and the evaluation of these qualities is assessed by the scores of students on the paper.Therefore,whether the standardization and rigor of students’ mathematical answers will affect the effect of the evaluation on students.Through investigation and analysis of the current situation of the standardization and rigor of students’ mathematical answers,this paper tries to understand students’ understanding of the standardization and rigor of mathematical answers and the causes of some problems of students and the non-standard and unrigorous answers.Moreover,experiments are carried out on students to provide some teaching references for improving the standardization and rigor of students’ mathematical answers.By using research methods such as literature analysis,experimental research and interview,this paper carries out research on the following questions:(1)What are the requirements for the standardization and rigor of mathematical answers? What are the specific requirements?(2)How about the standardization and rigor of senior high school math answers?(3)What are the reasons for the non-standard and unrigorous math answers?(4)How to design training programs and strategies for the standardization and rigor of high school students’ math answers so as to better train students’ standardized and rigorous answers?(5)Based on the results of current situation investigation and practice training analysis,what suggestions can be put forward to improve students’ standardized and rigorous answers and conform to the teaching practice?In order to solve the above problems,after consulting relevant literature to understand the standardization of mathematical answers,the content of the rigor of mathematical answers and the specific requirements,we divide the standardization of mathematical answers into four levels:symbol specification,procedure specification,writing format specification and drawing specification.The rigor of mathematical answer is divided into three levels: precise language expression,thorough reasoning and calculation,and complete and correct conclusion.Then,according to the requirements of standardization and rigor,the collected students’ homework and exam papers are compiled into a set of questionnaires to investigate the standardization and rigor of students’ mathematical answers.Through the framework of standardization and rigor of mathematical answers,the students’ answering process is graded,the results are quantitatively analyzed,and the students and teachers are interviewed.Understand the reasons why students answer questions are not standardized and rigorous,and develop training programs.Finally,the test results after the experimental culture were analyzed,and the teaching suggestions were provided.The conclusions of this study are as follows:(1)Students do not have a strong overall understanding of the standardization and rigor of mathematical answers,especially in the aspects of rigorous language expression,rigorous reasoning calculation and complete and correct conclusion.The teacher believes that the evaluation criteria of the standardization and rigor of mathematical answers in the annual college entrance examination have changed,following the principle of "scoring points for low scores and deducting points for high scores".(2)On the whole,students are at a good level in terms of the standardization and rigor of mathematical answers,but only at a passing level in terms of the rigor of mathematical answers,which needs to be improved.(3)From the aspects of the standardization and rigor of mathematical answers,students perform well in the three aspects of symbol standardization,writing format standardization and drawing standardization,reaching a good level.Students perform poorly in the aspects of thorough reasoning and calculation and complete and correct conclusions,and are at the failing level.(4)From the correlation between the standardization and rigor of math answers and math scores,there is a significant correlation between the standardization and rigor of students’ math answers and math scores.(5)From the perspective of gender differences in the standardization and rigor of math answers,there is no significant difference between boys and girls in the standardization and rigor of math answers.(6)Through the training of students,students’ scores in the standardization and rigor of mathematical answers have been significantly improved on the whole,indicating that the experiment has achieved good results.(7)Through the experimental intervention of students,students have significantly improved their scores in the aspects of standardized symbols,standardized answer steps,standardized drawing,rigorous language expression,thorough reasoning and calculation,and complete and correct conclusions.(8)Through the training of students,students have improved their standard symbols,standardized answer steps,standardized writing formats,standardized drawing,rigorous language expression,thorough reasoning and calculation,complete and correct conclusions and other dimensions,and have reached the excellent level of symbol standards and drawing standards.