Research On The Evaluation Of Mathematics Examination Papers For College Entrance Examination From The Perspective Of Core Literacy

In recent years,the development of students' key competencies has become a hot spot in international education research and practice.The opinions on comprehensively deepening the curriculum reform and implementing the fundamental task of cultivating talents by virtue issued by the Ministry of education in 2014 clearly requires the development of students' key competencies.Specifically in mathematics,"Mathematics Curriculum Standards for Senior High Schools"(2017 edition)(hereinafter referred to as the standard)clearly proposes six mathematical key competencies: mathematical abstraction,logical reasoning and mathematics Modeling,intuitive imagination,mathematical operation,data analysis.In this context,high school mathematics teaching should naturally be guided by the development of literacy,and pay attention to the cultivation of students' mathematical key competencies.As a final evaluation,college entrance examination has become the "baton" of front-line teaching,which greatly affects the teaching practice.Therefore,to advocate the "quality oriented" teaching,it is necessary to carry out the research on the proposition of college entrance examination based on the mathematical key competencies.One of the important aspects is the research on the evaluation of college entrance examination papers based on the mathematical key competencies.The standard provides a mathematical key competencies evaluation framework,and divides six mathematical key competencies levels from four dimensions of "situation and problem","knowledge and skills","thinking and expression" and "communication and reflection".However,there are several problems in this framework: 1.It is difficult for individual dimensions to be reflected in the evaluation of test questions,such as "communication and reflection";2.The level of four dimensions in specific test questions is not completely consistent;3.In the "situation and question" dimension,three levels,"familiar situation","related situation" and "comprehensive situation" are difficult to be evaluated in the evaluation of test questions;4.This framework does not subdivide the performance of the mathematical key competencies,so the paper analysis based on this framework will inevitably lead to general conclusions,lack of pertinence and guidance.Therefore,on the basis of a large number of documents,after many discussions,this study constructs the evaluation framework of the mathematical key competencies of the test questions from the three levels of knowledge understanding,knowledge application and knowledge innovation.Based on this evaluation framework,this paper analyzes the current situation of the examination level of the mathematical key competencies of the college entrance examination papers in Jiangsu and national Volume I in 2019,and then makes a vertical comparison and a horizontal comparison of the examination of the mathematical core literacy of Jiangsu and national Volume I in 2015-2019,and obtains the following conclusions:1.There are distribution differences in the quality,performance and level of examination in the college entrance examination papers,which are mainly manifested as: paying attention to the examination of logical reasoning and mathematical operation,neglecting the examination of mathematical modeling and data analysis;paying attention to the two specific performances of deductive reasoning and application of algorithm,neglecting many other quality performances such as abstract thinking,problem posing,etc.;the college entrance examination papers mainly focus on level one,level two,and level three is the least;2.In the college entrance examination papers,the status of mathematical key competencies examination has changed steadily,which is mainly reflected in: from the perspective of the examination structure of mathematical key competencies,the examination of mathematical key competencies in the college entrance examination papers is relatively stable in the past five years;from the perspective of the level of mathematical key competencies examination,since 2018,Jiangsu volume and national Volume I have strengthened the examination of level two.3.There are differences between the national Volume I and the Jiangsu volume in the examination of mathematical key competencies,which are mainly manifested as follows: from the perspective of the examination structure of mathematical key competencies,the examination of mathematics operation in Jiangsu volume is higher than that in the national volume.Based on the above conclusions,the following suggestions are put forward: 1.Think about the proportion of each accomplishment and specific performance from the height of talent training;2.Strengthen the research of proposition technology,and try to fully investigate the subject accomplishment of students,such as trying to test the ability to put forward questions.