Research On The Evaluation Of Fifth And Sixth Grade Students' Visual Imagination Literacy

In 2017,the Standards of Mathematics Curriculum for Senior High Schools regards visual imagination literacy as one of the six core qualities of mathematics,and its importance is self-evident.From the perspective of mathematical literacy,this study defines the connotation of visual imagination literacy and constructs its evaluation framework based on multiple curriculum standards,literacy evaluation framework and related literature at home and abroad,in order to study the status quo of fifth and sixth grade students' literacy.The connotation of visual imagination literacy in this paper is as follows: What is the connotation of intuitive imagination literacy and how to construct its evaluation framework? Based on the evaluation framework,how to compile a test paper suitable for testing the status quo of visual imagination literacy of fifth and sixth grade students? Through the analysis of the test results,what is the current situation of the fifth and sixth grade students' visual imagination literacy?In this study,the connotation of visual imagination literacy is defined as: on a certain cognitive basis,with the help of geometric figures,intuitive symbols and spatial forms that can be seen or thought of,we can perceive,analyze and create the spatial attributes,motion laws and morphological changes of things,expound,understand,explore and solve mathematical problems,establish the relationship between number and form,and construct corresponding intuitive models.The framework of visual imagination literacy evaluation is mainly constructed and characterized from three dimensions: representation form,content and level.The representation forms are divided into three aspects: spatial dimension(one dimension,two dimension,three dimension),changing form(static and dynamic)and content form(in-system representation,inter-system table).The content dimension includes number and operation,figure and geometry,data collation and probability statistics.Level dimension from low to high is level one(intuitive level),level two(analytical level)and level three(exploratory level).In order to get the present situation of visual imagination literacy of the fifth and sixth grade students,the author adopts the method of questionnaire test and draws the following conclusions: On the whole,the present situation of intuitive imagination literacy of the two grades is not optimistic.The sixth grade is better than the fifth grade,and the presentation of literacy is related to the level of the school.As for thedimension of representation form,considering the dimension of space,the students of two grades are better at considering two or three-dimensional graphics,while they are unfamiliar with one-dimensional graphics;starting from the changing form,the students have a better grasp of the dynamic changes of geometric figures than the static nature,attributes and so on;from the perspective of knowledge form,students' literacy representation in the system is better than that between systems,among which the representation between the same dimension is better than that between different dimensions,and the representation between operations and graphics is better than that between numbers,data analysis and graphics.In terms of content dimension,the intuitive imagination literacy of two grade students in graphics and geometry content plate is similar to that of number and calculation plate,and the worst is data collation and probability and statistics plate.In terms of level dimension,he level of literacy in representation between two grades was significantly lower than that within the system,nearly 60% of the students in the two grades can reach the level of intuition,50% can reach the level of analysis,and less than 30% can reach the level of inquiry.In view of the above conclusions,this paper also provides some suggestions.