Research On The Evaluation Of The Implementation Effect Of Mathematics Core Literacy Based On CDM Evaluation Model

In the teaching proposal of Mathematics Curriculum Standards for Senior High Schools in 2017 edition,it is clearly pointed out that in the process of teaching,we should fully implement the requirements of cultivating morality and cultivating people,deeply excavate the value of educating people in mathematics disciplines,and establish the teaching consciousness with the development of students'core literacy of mathematics disciplines as the leading direction.In the whole teaching activities,we should always adhere to the cultivation of students' core literacy of mathematics disciplines.persisting in the constant exploration and innovation of teaching methods,we should not only pay attention to how to teach,but also pay more attention to how to learn,and guide students from learning mathematics to learning mathematics,so as to form good learning habits.However,the core literacy of mathematics discipline itself has strong implicit and difficult to measure.How to use the observable test data to deeply analyze and excavate the implementation of the core literacy of mathematics discipline has become the primary task of secondary school curriculum reform based on the development of students'core literacy of mathematics discipline.The main research content of this paper is the evaluation of the implementation effect of the core elements of mathematics subject based on the cognitive diagnostic model(CDM).Under the background of the reform of teaching evaluation from macro-ability level evaluation to micro-internal psychological process evaluation,this paper tries to apply statistical methods comprehensively under the guidance of statistical theory,applying CDM evaluation model to evaluate the implementation effect of core literacy of mathematics discipline,it provides a basis for the implementation of process evaluation and precise teaching.This paper tries to transform the abstract problem of evaluating the effectiveness of the implementation of the core literacy of mathematics into a specific statistical modeling and analysis problem of calculating the probability distribution of the subjects' core literacy in six mathematics disciplines through Q matrix and response matrix.Firstly,based on the analysis of the results of the division of the core literacy levels of mathematics subject and the knowledge of mathematics subject in senior high school,the relationship between the relatively abstract concept of core literacy of mathematics subject and the concrete concept of knowledge of mathematics subject in senior high school is established,which makes the evaluation of core literacy of mathematics subject operable.Secondly,by comparing the evaluation results of various evaluation models in the CDM framework and the evaluation results of expert groups,the applicability conclusion of DINA model to the evaluation of core literacy of mathematics discipline is obtained,which can provide reference for the research on the evaluation of the implementation effect of core literacy of mathematics discipline based on CDM evaluation model.Thirdly,the DINA evaluation model is used to analyze the results of evaluating the effectiveness of the implementation of core literacy in mathematics,such as the discrimination of test items,the specific probability distri'bution of group attribute vectors,and the inference results of attribute vectors for a specific subject.to achieve a comprehensive evaluation of both the macro-ability level and the internal psychological processing process in the micro-level of the respondents,and to provide intuitive and quantitative evaluation results for the respondents,educational implementers and educational decision-makers,and to provide a solid empirical basis for the development of targeted teaching intervention.Finally,by comparing the results of probability distribution of core literacy of Mathematics between experimental middle school and Professor Shumei Zhang of Beijing Normal University,the problems existing in the implementation of core literacy of mathematics in experimental middle school are excavated and corresponding teaching suggestions are given.