Research On Examination Papers In Mathematics From The Perspective Of Core Literacy

Educational evaluation is closely related to the direction of educational development and has a strong guiding role in running schools.The middle school entrance examination is the final evaluation examination of junior high school students' academic level,and it also takes into account the needs of high school enrollment,which is paid great attention by the educational circles and the society.The Mathematics Curriculum Standard of Compulsory Education in 2011 puts forward the ten key words of mathematics literacy,Ministry of Education puts forward the goal of developing students' core literacy in 2014 Opinion on Deepening the Curriculum Reform in an All-round Way and Implementing the Fundamental Task of Creating People by Virtue.Therefore,it is of great significance to investigate the consistency between the test paper and the core accomplishment.Based on this,using the core literacy evaluation framework proposed by Professor Yu Ping,the six core literacy is divided into three levels: knowledge understanding,knowledge transfer,knowledge innovation,and combined with the ten key words and the mathematical knowledge and mathematical thinking of junior high school students,the evaluation criteria of 18 literacy levels are formulated,This paper makes a statistical analysis of the examination papers in Xinjiang,Shanghai and Nanjing from 2018 to 2020,and studies the examination situation and differences of the examination papers in the three regions.It is found that :(1)The weight of each core accomplishment is similar in the examination papers of three regions.The average weight of each accomplishment in the nine examination papers is 28.59% of mathematical operation literacy,24.33% of logical reasoning literacy,17.72% of visual imagination literacy,11.02% of data analysis literacy,10.67% of mathematical abstract literacy and 7.78% of mathematical modeling literacy.It can be seen that the examination papers of each region pay more attention to the examination of mathematical operation literacy and logical reasoning literacy,and do not pay attention to the examination of mathematical modeling literacy;(2)There are differences in the examination of core literacy levels in the three regions,The ratio of Nanjing volume to level one,two and three is 3.6:4.1:2.3,The proportion of Shanghai volume examination is 4.7:3.8:1.5,Xinjiang volume examination ratio is 5.3:3.5:1.2,From this we can see that the examination of core literacy level in Nanjing volume is relatively high,Xinjiang volume on the level of literacy examination requirements are relatively low,But from a three-year examination of each region,Nanjing volume of the core literacy level of the examination requirements are decreasing year by year,The volume of Xinjiang are rising year by year,Shanghai volume 2018-2019 level examination requirements increased,Little change in2020.All over the core literacy level of the examination is not consistent,but also constantly groping for improvement;(3)By analyzing the standard deviation,it is concluded that the examination papers of the three levels of the six core are quite different,and there is no standard for the examination of different core literacy levels.Based on the research,some suggestions are put forward: we should pay attention to the examination of mathematical modeling literacy in the middle school examination proposition,add the examination of core literacy to the two-way detailed list of propositions,and consciously integrate the examination of different levels of core literacy into the test questions.