An Empirical Study On The Evaluation Of Senior High School Students' Mathematical Intuitive Imagination Ability

This paper is devoted to research the following two questions:(1)the effectiveness of the high-level mathematics curriculum standard(2017 edition)of the mathematical Intuitive imagination literacy evaluation framework for the high school students' level of mathematical Intuitive imagination;(2)first-line teachers' cognition of mathematical Intuitive imagination literacy and recognition of test questionsIn this study,according to the five sample questions provided by the mathematics curriculum standard(2017 edition)to evaluate students' mathematical Intuitive imagination,a total of 560 high school students from two different levels were selected in two different regions for testing,and 132 first-line teachers and 10 mathematics education experts were surveyed and interviewed.The following conclusions were obtained:1.The mathematics Intuitive imagination ability evaluation framework in the mathematics curriculum standard(2017 edition)is effective for testing students'mathematical Intuitive imagination ability level.This shows that the test results obtained by the sample provided by them are basically consistent with the settings of level one and level two.2.There are regional differences in the mathematical Intuitive imagination of senior high school students.In general,the overall level of mathematics Intuitive imagination ability of Suzhou senior high school students is better than that of students in Guizhou.3.First-line teachers believe that solid geometry and mathematical modeling are knowledge platforms that can reflect better the level of "intuitive imagination" in senior high school;the key skill that reflects best the level of "intuitive imagination",in high school is space imagination;the most critical factor of improving the ability of "intuitive imagination"is that students develop good mathematics learning habits;the impact of follow-up learning is the main basis for teachers' evaluation of students' "intuitive imagination" ability during teaching.4.The first-line teachers think that the sample questions provided by the mathematics curriculum standard(2017 edition)are better in terms of situation and problems,knowledge and skills,and thinking and expression.The expression of communication and reflection is slightly insufficient.5.The current teaching method has restricted the content of some quality education,the evaluation framework of the mathematics curriculum standard(2017 edition)is difficult to promote the change from the evaluation for evaluation to the evaluation for learning,the teaching method of exam-oriented education limits the content of some quality education.Based on the problems exposed by the students in the process of mathematical intuitive imagination,the author gives the teaching suggestions for improving the intuitive imagination of senior high school students for reference.