Before And After The Implementation Of The New Curriculum, Secondary School Mathematics Teachers Learn To Evaluate The Concept Of Comparative Study

Content: Students' Mathematics learning assessment is an important component of the assessment system that to promote the comprehensive development of students' mathematical literacy, and it is the core of mathematics education assessment. In the process of teaching assessment is of important value, and it has a strong guiding role on the teaching practice. New mathematics curriculum reform promotes the reforms of study assessment, and changing conceptions of Reviewers is the key to success or failure of assessment reform. Only by clearing the changes in the constituent elements of middle school mathematics teachers learning assessment conceptions, as well as the influence factors, before and after the new curriculum reform, we can propose some strategies to promote the changes of learning assessment conceptions of middle school mathematics teachers in the backdrop of new curriculum reform according to practical needs. So it is necessary to pay attention to learning assessment conceptions of middle school Mathematics teachers.The research focuses on qualitative analysis about the constituent elements of middle school Mathematics teachers' learning assessment conceptions, hereby quantitative analysis the influence factors to learning assessment conceptions of middle school Mathematics teachers. In the first part of studies: using qualitative analysis for selected small sample; collecting first-hand information by observation and interviews; identifying the constituent elements of middle school Mathematics teachers' learning assessment conception by category analysis method. In the second part of studies: AHP is adopted for a larger sample to define the influence factors, concluding the specific differences in the influence factors of middle school Mathematics teachers' learning assessment conceptions before and after the new curriculum reform by comparative study and t-test method ,thus bringing forward the strategies about promoting the change of middle school Mathematics teachers' learning assessment conceptions .The research results include as follows:(1) Identifying constituent elements of middle school Mathematics teachers' learning assessment conceptions before the new curriculum reform: the purpose of learning assessment , the content of learning assessment and the method of learning assessment; (2) Identifying the influence factors of middle school Mathematics teachers' learning assessment conceptions before the new curriculum reform quantitative analysis . Research data shows that the influence factors are mainly reflected in the entrance examination of objective factors and the teachers' Jiao ling of subjective factors. (3)Identifying constituent elements of middle school Mathematics teachers' learning assessment conceptions after the new curriculum reform: the purpose of learning assessment , the content of learning assessment , the method of learning assessment and the functions of learning assessment; (4)Identifying the influence factors of middle school Mathematics teachers' learning assessment conceptions after the new curriculum reform. Research data shows that the influence factors are mainly reflected in the entrance examination, curriculum reform of objective factors and the teachers' roles of subjective factors. (5)Concluding the specific differences in the constituent elements and the influence factors of middle school Mathematics teachers' learning assessment conceptions before and after the new curriculum reform by comparative study and t-test method. The results show that the differences of influence factors are mainly reflected in the entrance examination, curriculum reform and the teachers' roles. Thus bringing forward the strategies about promoting the change of middle school Mathematics teachers' learning assessment conceptions:①Enhancing the conception of education administrative personnel;②Enhancing the traditional conception of teachers' role.