Research On The Evaluation Of High School Math's Test Questions Based On Core Accomplishment

Today,in the 21 st century economic globalization,the competition of countries' comprehensive national strength has become increasingly fierce and has gradually changed from the competition of the past productivity level to the competition of talents.The introduction of the "Standards for General Senior High School Mathematics Curriculum"(Draft for Comment)(hereinafter referred to as the "Standard")has comprehensively standardized the standards of high school mathematics curriculum,which clarifies the objectives of implementing mathematics teaching in high school and the specific implementation.The process is guided by aspects such as content,assessment and evaluation criteria.The evaluations mentioned in the Standards can also better guide the practice of mathematics,especially the objective and scientific evaluation of academic level examinations.This also shows that the high school mathematics proposition has a great influence on the learning effect and core literacy training.With reference to the three levels of mathematics core literacy of the newly issued Mathematics Curriculum Standards for Senior High School(2017 Edition),the author encodes and refines the theoretical framework of Professor Yu Ping of Nanjing Normal University and constructs a core literacy evaluation.Indicator framework.According to the framework of mathematical core literacy evaluation index constructed,the overall structure of the final grades of the second-grade high school students in Y City,Jiangsu Province from 2014 to 2018 was analyzed.The distribution of the core test questions and the number of test questions and the core literacy level of the core literacy were related.Test,core traits,different levels of principal component analysis,and core literacy analysis of different levels of variance,some conclusions were drawn:(1)The three levels of mathematical literacy are the most widely distributed and the most extensive,and the data analysis literacy has not been assessed;(2)On the whole,the core literacy weights of the five-year test questions are significantly correlated;from a local perspective,the different levels of different core literacy and the different core literacy of different levels do not have significant correlation;(3)the overall 5-year test questions The above is based on mathematical modeling level one and level three,mathematical operation level one,visual imagination level one of the four main components to examine the core literacy of students' mathematics;(4)the proposition of five questions in the same level of weight for the same literacy There are inconsistencies in the examination,and the interaction of different literacy levels is more significant.Based on the discussion and analysis of the evaluation results,the author puts forward two suggestions: First,comprehensively and harmoniously examine the core literacy,reasonably increase the examination of data analysis literacy,and take into account the three levels of mathematical core literacy and the core literacy of mathematics;It is the evaluation research of the core literacy of mathematics,including the research of the evaluation framework and the research of the evaluation questions.