Research On The Connotation And Evaluation Of Intuitive Imagination Literacy

The high school mathematics curriculum standard puts forward six Core Competencies and Values.The compulsory education mathematics curriculum standard does not propose Core Competencies and Values,but raises ten core concepts.This paper will start from the" intuitive imagination"of high school and the connotation of "space concept,geometric intuition" in the stage of compulsory education to study the connotation of intuitive imagination.The content of mathematics learning in Grade Eight is taken as an example to carry out the evaluation of the connotation of visual imagination competency.The main body of the thesis is divided into three parts.The first part is the definition of the meaning of visual imagination,the second part is the evaluation structure of the visual imagination,and the third part is the preparation of Grade Eight Test volume according to the horizontal division standard of SOLO classification theory,under the framework of the evaluation structure.Specifically speaking is as follows.Firstly,based on the understanding of the evaluation concept to the 2017 edition of the High School Mathematics Curriculum Standards,and existing researched results,this paper studies the relationship between mathematical literacy,mathematics knowledge and skills.Then,from the historical context of curriculum development,it analyzes the intrinsic connection between "intuitive imaginatio" and "space concept and geometric intuition",and combines the existing literature analysis with the mathematical ability related to intuitive imagination.Finally,the definition of the visual imagination of junior high school is defined,that is,the students use the spatial concept to perceive the size,shape and position of the things,and help the students intuitively understand the mathematical contents such as "number and algebra,probability and statistics"by means of geometric figures.Geometry(points,lines,faces,volumes)and intuitive models(number axes,coordinate systems)are used to describe and analysis mathematical problems and explore the ideas for solving mathematical problems.Secondly,on the basis of the research on the connotation of intuitive imagination,the paper studies the structure of intuitive imagination from the perspective of evaluation.Through literature analysis,this paper divides the visual imagination literacy into three dimensions.They are ability,process method and emotional attitude.Among them,the capability dimension includes those two two-level indicators "space concept" and "geometric intuition".The secondary indicator space concept contains three three-level indicators"recognition map","measure" and "drawing" skills.These process and method dimension includes one method of "digital combination”.The emotional attitude dimension includes these three indicators,"geometric belief","geometric culture" and "geometric application".Thirdly,this study is based on the indicators division of visual imagination literacy and combined with the Grade Eighth mathematics learning content,firstly based on the SOLO classification theory to divide the horizontal division of each index,and then compiled a survey test volume oriented by visual imagination,and finally analyzed the student's performance at each level is analyzed according to the SOLO level classification criteria,and the test papers are appropriately modified by analyzing the test results and the problems reflected in the test process to form a sample evaluation of "intuitive imagination".