A Study On The Construction Of Model Conceptual Literacy Assessment Model For Junior High School Students

Model is a fundamental idea of mathematics and a mathematical language for people to express the real world accurately.Model concept is also an important part of core literacy in mathematics,and having good model concept literacy plays an important role in students’ future work and development.With the promulgation of the Compulsory Education Curriculum Standards(2022 Edition),the development and assessment of model conceptual literacy should also be on the agenda.The education sector nowadays advocates empirical research,and research on the measurement of core literacy is gradually emerging,but there is no systematic research on the connotation,expression,operational definition,measurement and other basic issues of model conceptual literacy.Therefore,it is of great theoretical and practical significance to construct an assessment model of model conceptual literacy for junior high school students,which not only enriches the research on core literacy assessment models in China,but also facilitates front-line educators to carry out educational teaching practice and cultivate students’ model conceptual literacy in a targeted manner.This study draws on the research ideas of existing educational assessment models,uses Documentary Research,Delphi Method,Questionnaire Survey,Test Survey,Confirmatory Factor Analysis,and Analytic Hierarchy Process to construct a model conceptual literacy assessment model for junior high school students,and prepares test papers based on the assessment index system,and verifies the reliability and operability of the assessment model through independent sample t-test and correlation analysis.The research process and research findings are as follows:First,an operational definition of model conceptual literacy of junior high school students was constructed.The operational definition of model conceptual literacy of junior high school students was determined by the literature analysis method:(1)junior high school students can formulate meaningful mathematical problems based on the description of the scenario,identify and code the variables affecting the problem scenario,and represent the scenario mathematically using variables,symbols,and diagrams;(2)build algebraic models using mathematical symbols,graphical geometric models using geometric elements such as points,lines,and surfaces,and probability statistical models;(3)use mathematical knowledge and methods to find out the parameters and results of mathematical models,explain the practical meaning of mathematical results,and apply known models to solve specific problems.Second,the indicators for measuring model conceptual literacy of junior high school students were explored.Based on the results of the literature analysis and the operational definition of modeling literacy of junior high school students,four primary indicators and ten secondary indicators were initially developed;then,passed twice specialist,modified to three primary indicators and nine secondary indicators,with the primary indicators being "abstract mathematical problems","building Then,through two rounds of expert consultation,the indicators were revised to 3primary indicators and 9 secondary indicators,with the primary indicators being "abstract mathematical problem","establish mathematical model"and "solve application model";finally,a survey questionnaire was prepared based on the assessment indicators,and the revised indicators were surveyed for the recognition and validation factor analysis to ensure the scientificity and reliability of the assessment indicators.Third,the assessment model of model conceptual literacy of junior high school students was constructed.Factor analysis and hierarchical analysis were used to calculate the weights of each index respectively,and then the weights of the primary indexes of model conceptual literacy of junior high school students were determined as 0.36: 0.31: 0.33 by combining the two methods.the weights of the secondary indexes were calculated using the results of factor analysis,and finally the measurement model of model conceptual literacy of junior high school students was constructed: Y＝0.36A＋0.31B＋0.33 C,where A stands for "abstract mathematical problems",B stands for "building mathematical models",and C stands for "solving applied models".Fourth,this study used a quiz to validate and apply the model literacy model for junior high school students.The test results showed that model conceptual literacy was positively correlated with mathematics achievement,and the model conceptual literacy of classes with good mathematics achievement was better,while the model conceptual literacy of classes with poor mathematics achievement was worse.