Research On The Assessment Of Core Literacy Of Mathematics In The College Entrance Examination

The "General High School Mathematics Curriculum Standards(2017 Edition)" recommends that the college entrance examination questions should be penetrated into the examination of the core mathematics competence.Looking back on the past,eliminating the old ills,looking forward to the future,and advancing with the times are the epochal topics of mathematics education research.This article takes Jiangsu and Tianjin papers as examples to get a glimpse of the investigation of core mathematics competence in Chinese college entrance examination in the past ten years.The main research methods used in this article are text analysis,literature research,and comparative analysis.First,consult a large number of documents,clarify the connotation of core mathematics competence,and formulate the evaluation rules of core mathematics competence;then,according to the evaluation rules of core mathematics competence,analyze the Jiangsu and tianjing paper from 2011 to 2020,and analyze the core mathematics competence in two papers after summing up the data,and investigate the characteristics,trends,similarities and differences;finally,combine the conclusions to make suggestions for college entrance examination questions and high school mathematics classroom teaching.This article analyzes the connotation of core mathematics competence with Yu Ping's evaluation framework of core mathematics competence,divides the six core mathematics competence into ten manifestations,a total of 28 levels,and formulates detailed,scientific,and highly operable evaluation rules.The detailed evaluation rules have wide applicability in the evaluation of core mathematics competence.The main conclusions of this study are as follows:(1)From an overall point of view,the examinations of core mathematics competence in Jiangsu and Tianjin papers are mainly based on mathematical operation ability,deductive reasoning ability,geometric intuitive ability,and spatial imagination ability;the weight of the second level is higher than that of the first level.The weight of the third level is lowest.The investigation characteristics and development trends of various comperence manifestations and their levels show different differences(2)From the perspective of knowledge modules,the evaluation weights of the core mathematics competence of different modules in the same type of paper are quite different,but the inspections at all levels are generally consistent.(3)There are differences in the examination of the various manifestations and levels of core mathematics comperence between Tianjin and Jiangsu.Among them,there are significant differences at the second level of situational abstraction ability,the second level of theoretical abstraction ability,the third level of reasonable reasoning ability,the three levels of deductive reasoning ability,the first and second levels of mathematical modeling ability,the first level of geometric intuitive ability,and the first and second levels of data processing ability.Combining the characteristics of core mathematics comperence in Jiangsu and Tianjin papers above and the in-depth understanding of the styles of the two papers,the author puts forward some suggestions on the proposition of the college entrance examination and classroom teaching.