Research On The Construction Of The Evaluation Index System Of High School Mathematics Classroom Teaching Based On The Cultivation Of The Core Literacy Of The Subject

"Ordinary high school mathematics curriculum standards(2017 edition)"(hereinafter referred to as"standards")condensed the key competencies and updated the teaching content,which brought challenges to teachers:what kind of mathematics classroom teaching can cultivate students' key competencies?Classroom teaching evaluation has diagnostic,guiding and stimulating effects on classroom teaching activities.Therefore,if there is a reasonable and reliable evaluation indicator system,it will play a diagnostic function while evaluating high school mathematics classroom teaching,and promote the professional growth of mathematics teachers.To achieve the development of students' mathematical abstraction,logical reasoning,mathematical modeling,visual imagination,mathematical operations and data analysis competencies.However,there is no such evaluation indicator system in the current research.How to construct a reasonable and reliable evaluation indicator system based on the development of key competencies is the core issue of this research.In response to this core issue,first read the literature extensively,find breakthrough points,The first draft evaluation indicator system can be developed based on the standards of general high school mathematics curriculum,relevant theoretical basis and the existing indicator system,the principles of orientation,effectiveness and operability;secondly,the Delphi method questionnaire was prepared in the first draft of the indicator system,and the experts were asked for the necessary opinions on the indicator system.After several rounds of consultation,the indicator system was revised.According to the expert's opinions on the importance of the indicator system,the log weighting method is used to construct the indicator weight of the indicator system.Finally,it is the implementation exploration of the indicator system to verify the scorer's reliability and construct validity of the indicator system,and whether it can play the role of diagnosing high school mathematics classroom teaching,the specific method is to select two independent observers,use the indicator system constructed in this study to evaluate the 6 classroom teaching records of high school mathematics,input the score data into SPSS for testing,and then select one high school math class to write diagnostic log,test the diagnostic function of this indicator system.After research,the following conclusions are drawn:(1)The evaluation indicator system of high school mathematics classroom teaching based on the development of key competencies consists of two levels of indicators and 20 evaluation criteria;(2)every evaluation indicator has high necessity but different importance;(3)indicator system has good reliability and validity and can play its diagnostic function.The research of teaching evaluation based on the key competencies is in the exploratory stage.The indicator system constructed in this thesis is an attempt in this field,and I hope to inspire future research and teachers' teaching.