Research On Evaluation Standards Of Mathematical Ability Of Junior High School Students

The new curriculum standards issued in 2017 clearly require the cultivation of students' mathematical abilities in all aspects of their core literacy.Subject teaching is the process of cultivating and developing students' subject abilities,but the results of training also need to be properly evaluated.At present,the way of evaluating students' subject ability in daily teaching mainly adopts the way of examination,the evaluation of examination is usually only concerned with the score of students' subjects,mainly through the traditional evaluation theory.The aim is to judge students' knowledge mastery and ability development level through score level.This approach does not well reflect the development of students' academic abilities,but also does not reflect the development of students' academic abilities.Mathematics does not accord with the requirements of physics itself and the requirement of ability evaluation in the new curriculum standard.Therefore,which aspects of students' mathematical ability should be evaluated and what kind of evaluation criteria should be used to evaluate the students' mathematical ability is the main content of the present research.In order to play an effective role in promoting the development of students' subject ability,it is necessary to study the way of evaluating mathematical ability and put forward reasonable evaluation criteria,so as to put forward some suggestions for the development of students' subject ability.This research adopts the methods of literature research,comparative analysis,comparative analysis and so on.The specific research work is divided into six parts:In the first part,the background of the research is introduced,the main problems of the research are put forward,the theoretical and practical significance of the research are put forward,and the specific research methods are given.The second part is the theoretical basis of this paper,mainly on the relevant educational psychology theory,evaluation theory and modern educational measurement theory,respectively,pointed out its guiding significance for this study.The third part uses the methods of analysis and comparison to analyze the curriculum standards of physics and mathematics at first,and summarizes the mathematical and physical abilities involved in them.Combining the two theories of physical ability composition and several theories of mathematical ability structure,the evaluation criteria of mathematical and physical abilities are reconstructed,and themeanings of each ability and the characteristics of the corresponding test questions are introduced in detail.The fourth part is mainly about the study of a city's contest questions.The difficulty and discrimination parameters of each question and the characteristic curves of each item in the mathematical contest questions are analyzed by using the item response theory.The quality of each question can be seen from it,and some bad questions can be eliminated.Through the reliability analysis of the test paper,the reliability of this set of questions can be seen from the reliability coefficient of the test paper.The fifth part is the innovation and focus of this study.The exploratory factor analysis is carried out on the mathematical and physical parts respectively.The mathematical and physical abilities embodied in each test are analyzed,and the corresponding mathematical abilities of each test are analyzed.According to the scores of students on each test,the scores of students in each ability are obtained,and given by radar chart.The level of students' ability development and their mastery of knowledge points;In the sixth part,based on the previous research,combined with the methods,steps and data results of the previous research,the shortcomings of the paper and the problems to be further explored are pointed out.In contrast,the Item Response Theory(IRT)used in this study can make up for the shortage of the classical measurement theory which relies heavily on samples in the analysis of test questions.In this study,exploratory factor analysis can be used to classify the test questions,and can specifically get the proportion of each test question,so as to calculate the scores of students' various abilities accordingly,so that students can clearly see the level of development of various abilities,which has important guiding significance for students in future learning,and has practical reference significance for teachers,in practice.Teaching and learning can effectively promote the all-round development of students' abilities.