Research On The Construction And Application Of High School Students’ Level Of Intuitive Imagination Literacy

The "High School Mathematics Curriculum Standards(2017 Edition)"(hereinafter referred to as the "High School Curriculum Standards(2017 Edition)")clearly states that mathematical core literacy is the ultimate goal of mathematics subject curriculum education.With the advancement of the new curriculum reform,how to implement the teaching,learning,and evaluation of core competencies in classroom teaching has gradually become a hot topic and practical challenge for educators.As one of the six core competencies in mathematics,intuitive imagination literacy contains important mathematical ideas such as spatial imagination,geometric intuition,combination of numbers and shapes,and transformation.It is of great significance for students’ future development.Therefore,the core architecture,current development status,and teaching guidance significance of intuitive imagination literacy have always been hot topics in academic research.Of course,the formation of mathematical literacy is not achieved overnight,it is internalized throughout the entire process of knowledge learning and thinking development.In recent years,the emerging theory of advanced learning has integrated curriculum,teaching,and evaluation,mainly exploring the path of acquiring core concepts or generating key abilities in the subject.This coincides with the gradual development of intuitive imagination literacy.Given the above background,this study establishes the following four research questions:(1)How to construct a more scientific and reasonable hierarchical model of intuitive imagination literacy level under the guidance of advanced theory and curriculum standards,and supplement and refine the division of intuitive imagination literacy level in the curriculum standards?(2)How can reliable evaluation tools be developed for testing,while verifying and revising the established level hierarchy model,to clarify the current level of intuitive imagination literacy among high school students of all grades?(3)Based on the level model of literacy,how to internalize the level by level development of literacy in the overall teaching process of Preliminary solid geometry? Can you give an example?(4)Based on the test results and the constructed hierarchical model of intuitive imagination literacy level,what suggestions do you have for how to achieve the progressive development of intuitive imagination literacy in teaching practice?After extensive literature review and sorting,this study is based on the Van Hill theory,combined with advanced learning related research,and referring to the research paradigm of Professor Wang Changping’s team in constructing the level of intuitive imagination literacy in the context dimension.Starting from the four dimensions of literacy performance in the curriculum standards,a hierarchical model of intuitive imagination literacy level is constructed to explore its path of progressive development.After consulting with experts and conducting surveys with frontline teachers,a hierarchical model of intuitive imagination literacy level divided into five levels under four dimensions was finally established,which can be abbreviated as "5 × 4 " horizontal hierarchical model.By adapting the Ulyskin geometry test questions,classic college entrance examination questions,independent enrollment test questions,and intuitive imagination test questions from Professor Yu Ping and Wang Changping,we have developed evaluation tools that match the model for testing.A total of 482 students from three grades of a key high school in Chongqing were tested.Through data analysis,the following test results were obtained:(1)The proportion of the subjects at all levels conforms to the normal distribution as a whole.Most students’ intuitive imagination literacy levels are in Level 1,Level 2 and Level 3,and students at Level 0 and Level 4 are less than 10% of the total number.(2)The intuitive imagination literacy of high school students from first to third year shows a spiral upward trend,and the second year of high school is a critical period for students to significantly improve their intuitive imagination literacy.(3)There are significant gender differences in the level of intuitive imagination literacy,with male students having a "dumbbell shaped" distribution and being more dispersed,while female students having a "ball shaped" distribution and being more concentrated.(4)There are significant differences in the level of intuitive imagination literacy in the category of subject selection.The literacy level of physics elective students is generally higher than that of history elective students.(5)There is no significant difference in age in the level of intuitive imagination literacy.(6)There is a significant positive correlation between the level of intuitive imagination literacy and students’ math grades and their level of liking for mathematics,but no correlation was found between the frequency of using literacy to solve problems.The test results validated the established level hierarchy model and also clarified the current level of intuitive imagination literacy among high school students,providing a practical basis for the subsequent design of teaching and the proposal of teaching suggestions.Discipline knowledge is the carrier of the formation of literacy.In order to explore the implementation of the progressive development of intuitive imagination literacy in teaching practice,this research,based on the horizontal hierarchy model,has carried out the overall.Finally,based on the test results and intuitive imagination,this study provides three targeted suggestions on how to effectively improve students’ intuitive imagination literacy in daily teaching activities based on the 4 "level hierarchy model: firstly,it is necessary to strengthen learning cooperation between male and female students,learn from each other’s strengths,and teach according to their aptitude.The second is to try to balance the differences among students in different subject selection categories.Teachers should comprehensively grasp the learning situation,design personalized teaching,carry out diverse learning activities,and strengthen communication between different class types.Third,teachers should be good at using various teaching methods in the process of solid geometry teaching,and use information technology to carry out visual display,cultivate students’ geometric intuition and spatial imagination ability,and improve the efficiency of classroom teaching.The intuitive imagination literacy constructed in this study "5 × The 4 " level hierarchy model clarifies the path of gradual development of literacy,and based on this,explores the teaching design of literacy advancement and downward guidance,and proposes targeted teaching suggestions.To some extent,it can provide reference opinions for the development of intuitive imagination literacy and teaching integration.