| Non paper and pen test is a kind of evaluation form to make up for the limitations of paper and pen test.It designs various forms according to the age characteristics and cognitive laws of students,and carries out comprehensive incentive evaluation for students.By using the non paper and pencil test in mathematics teaching,we can fully understand the students' understanding and solution of a certain mathematical problem,and then clarify the development of their specific mathematical knowledge and skills,mathematical thinking ability,mathematical language ability and other literacy."Compulsory education mathematics curriculum standard(2011 Edition)" mentioned in the evaluation proposal: "the evaluation should not only pay attention to students' learning results,but also pay attention to students' development and change in the learning process." In recent years,with the promotion of core literacy research,China's basic education reform is moving to a higher level,and one of the difficulties to be overcome is the optimization of evaluation methods.The purpose of this study is to explore the real implementation of non paper and pencil test in primary school mathematics in China,and to provide some reference for the implementation of non paper and pencil test in primary school mathematics in China.The research takes g Primary School of H Province as the research object,and adopts the research methods of literature analysis,questionnaire survey,interview,qualitative research and measurement.First of all,through reading to find out the relevant research of the non paper and pencil test of mathematics in primary school,the questionnaire of the current situation of the implementation of the non paper and pencil test of mathematics in primary school(divided into students' and teachers' chapters)was compiled,and the communication with tutors and front-line teachers was carried out,the questionnaire was revised and improved,and the questionnaire was determined.Secondly,a total of50 teachers' questionnaires and 167 students' questionnaires were randomly distributed.Then,five teachers were randomly selected from the 20 teachers to conduct a special interview,in order to clarify the views and attitudes of primary school mathematics teachers towards non paper and pencil tests.Thirdly,a mature oral test is used to test 26 students in the school,record the data,modify and improve the original evaluation standard of the oral test according to the actual situation of the students and the core quality of mathematics subject,determine the level of each student,and then compare with their paper and pencil test results.Spss22.0 is used to analyze the correlation between the two and ask the number of them The teacher's evaluation is used as reference material to explain the results.Finally,through theanalysis of the effect of the students' non paper and pencil test,the attitude of the teachers interviewed to the test,and the conclusion of the students' questionnaire,some suggestions are put forward for the implementation of the test.(1)Research conclusion1.As far as the sample schools are concerned,the paper and pencil test is the main evaluation form of students' mathematics academic evaluation.According to the content of the teacher interview and the data of the teacher questionnaire,G primary school still only uses the paper and pencil test in the evaluation of students' mathematics learning.2.Compared with the paper and pencil test,the evaluation results of non paper and pencil test are more conducive to teaching students in accordance with their aptitude.The oral test of mathematics used by the author in the research respectively inspected the level of students in mathematics knowledge,logical thinking,mathematics operation and mathematics language.When the author presents the results of the oral math test to the math teachers of each student,they say that such results are more "temperature" than the scores of the test,which can make clear the advantages and disadvantages of each student at a glance,and is more conducive to the teachers to make educational decisions in the later teaching activities.3.As far as the sample students are concerned,the correlation between the test results of mathematics paper and pen and the test results of non paper and pen is low,which further proves the necessity of implementing the test.The results of the fifth chapter show that the correlation between the level of non paper and pencil tests and the scores of paper and pencil tests is only 0.470(P = 0.15),which indicates that the correlation between the scores of non paper and pencil tests and the scores of paper and pencil tests is low.That is to say,students have high scores in the paper and pencil test,but not necessarily high scores in the non paper and pen test;students have low scores in the paper and pen test,but not necessarily low scores in the non paper and pen test.4.As far as the five sample teachers are concerned,although their understanding and understanding of the non paper and pencil test of mathematics in primary schools are not very standard and mainly based on their own experience,they agree with the non paper and pencil test of mathematics.In addition to the fact that sample teacher 3 has no idea about the non paper and pencil test of mathematics,the other four sample teachers have not formally implemented the non paper and pencil test of mathematics and have not thoroughly studied the meaning of the non paper and pencil test of mathematics,but each teacher has his own understanding of the non paper and pencil test of mathematics.According to the teaching practice,we can analyze the advantages of the non paper and pencil test of mathematics and carry out the non paper and pencil test of mathematics Whatare the obstacles to the implementation of the non paper and pencil test of mathematics,some strategies and suggestions,and the implementation of the non paper and pencil test of mathematics in primary school agree.(2)Attribution analysis1.The provinces and cities where the sample schools are located lack of policy support for the non paper and pencil test of primary school mathematics.2.Teachers are one of the main bodies of evaluation.As far as teachers are concerned,the implementation effect of non paper and pencil test in primary school mathematics in China is not ideal,mainly for the following reasons: first of all,teachers lack of evaluation skills in carrying out non paper and pencil test.Secondly,teachers' recognition of the value of non paper and pencil test needs to be improved.Thirdly,primary school mathematics teachers generally think that their workload is too heavy,which takes up too much time and energy.For the new evaluation method,they have more heart and less power.Finally,there is a lack of necessary material conditions and evaluation technical support.3.From the aspect of students,the development of students' mathematical language expression ability is different,which restricts the implementation of non paper and pencil test in primary school mathematics.4.From the perspective of non paper and pencil test itself,improving the reliability and validity of test questions and avoiding subjective factors are the key factors that affect the large-scale implementation of teachers in teaching.(3)Implementation recommendations1.The relevant departments shall formulate the implementation laws and regulations on the non paper and pencil test of mathematics in primary schools.2.Schools should control the class size and reduce the burden on teachers.3.Combine pre job training with post job training to improve the evaluation ability of primary school mathematics teachers.4.Cultivate the necessary ability for students to carry out the non paper and pencil test of mathematics.5.Establish and improve a complete and scientific third-party evaluation system and mechanism for non paper and pencil testing of mathematics.6.Improve the paper and pen test and use them together. |
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