A Study On Types And Structure Of Senior Middle School Math Teachers' Conceptions Of Assessment Of Students' Academic Preformance

Since ancient times,China has paid more attention to the academic preformance of students,and the main method of assessment is examination.At present,China's mathematics education is undergoing a reform from "test-oriented education" to "quality education".In the reform,the concept of developmental academic preformance was put forward,emphasizing adherence to the principle of educating people,and promoting the healthy growth of students as the starting point and goal of reform.Under the influence of the new curriculum reform education concept,whether the teachers' old academic assessment concept is changed is the key to whether the developmental academic assessment concept is implemented to the practice.This research mainly explores the types and structure of the senior middle school math teachers' conceptions of assessment on students' academic preformance and their influencing factors through a mixed design combining qualitative and quantitative methods.Qualitative research is specifically based on the method of phenomenological analysis,using specific interview methods,with 38 first-line senior middle school math teachers as the interview objects,systematically collect and organize the analysis to get the types of senior middle school math teachers' conceptions of assessment.The second stage is quantitative research.Specifically,the first-line senior middle school math teachers are used as the survey object,and the self-developed " Senior Middle School Math Teachers' Conceptions of Assessment on Students' Academic Preformance Questionnaire" is used for research.The design of the questionnaire is based on interview data and existing literature.According to the qualitative and quantitative research results,the following conclusions are drawn: 1)The types of the senior middle school math teachers' conceptions of assessment on students' academic preformance are: development concept,thinking ability concept,teaching concept,examination concept,Teacher or school performance concept,and negative impact concept.2)The structure of the senior middle school math teachers' conceptions of assessment on students' academic preformance is first-order,and the internal structure is the interconnection between various types of conceptions of assessment,which is multi-dimensional.3)The factors that affect the senior middle school math teachers' conceptions of assessment are: cultural factors,education system,new curriculum reform,environmental factors and teachers' personal factors.