Measurement And Evaluation Of Visual Imagination Literacy Of High School Students

The study of core literacy in mathematics is considered to be the most important research topic in today's mathematics curriculum reform,the core literacy of mathematics has become the core element of the basic idea of the curriculum.?General High School Mathematics Curriculum Standards(2017 Edition)? put forward six core mathematical literacy,at the same time,the implementation of core mathematical literacy is the focus of the revision of the senior high school mathematics curriculum standards.Visual imagination,one of the six core mathematical literacy,in mathematical activities,it is the thinking foundation for exploring and forming argumentation ideas,performing mathematical reasoning,and constructing abstract structures.Therefore,the evaluation of visual imagination is an urgent subject.This study mainly used the literature analysis method,test method,questionnaire method,and statistical analysis method.Analyze the research status of visual imagination through a large amount of literature,clarified the connotation of intuitive imagination.Combining the curriculum standards and PISA assessment theory,the three dimensions of the content,process and situation of visual imagination assessment were determined,based on the SOLO classification theory,a horizontal division standard under the content dimension was formulated,based on this,a visual literacy assessment system for high school students was established.Compiled and distributed visual imagination literacy test papers and questionnaires for high school students,and with the help of Excel and SPSS software,the overall analysis,difference analysis,correlation analysis and level analysis in each dimension were performed on the evaluation data.Evaluation results shows:(1)The overall score of the visual imagination literacy assessment of high school students is at a passing level,and the average visual literacy test score of high school students is slightly lower than the passing level.(2)There is no significant difference in the performance of visual imagination literacy among high school students of different genders and ages,and there is a significant difference in the performance of visual imagination literacy of high school students in different classes.(3)The scores of high school students' visual imagination core literacy test scores are strongly correlated with the frequency of high school students using visual imagination,and are moderately related to high school students' daily math scores,high school students' learning attitudes and habits,and high school students' interest in geometry.(4)Content dimension: More than half of the students in the basic three-dimensional graphics section have reached the multi-point structure level,and the proportion of students who have reached the single-point structure level and the multi-point structure level in the basic figure position relationship plate are close to half;the line and equation,and the circle and equation plate have nearly three-third.(5)Process dimension: Students perform better in expressing and applying mathematics and weaker in interpreting mathematics.(6)Situational Dimension: High school students perform best in professional situations,followed by scientific situations,again personal situations,and finally social situations.Based on the above evaluation results,the following suggestions are made:(1)Taking the cultivation of high school students' visual imagination as the core goal of geometry teaching;(2)Focus on geometric model thinking,develop geometric intuition and spatial imagination;(3)Pay attention to the transformation of the three major languages of mathematics,and strengthen the idea of combining numbers and shapes;(4)Pay attention to the integration of modern educational technology into classroom teaching.