Research On The Construction Of Evaluation Index System For Import Design Of High School Mathematics Concept Course

Classroom introduction is an indispensable part of every class and the initial stage of leading students to learn new knowledge.The success of the lead-in process depends on students'inner willingness to participate in classroom learning,which is externally manifested as concentration,curiosity about new knowledge,and active questioning or speaking.Mathematical concepts lay a solid foundation for students to learn mathematics and are the basis for further learning properties and theorems,so teachers should pay attention to the design of concept teaching introduction.The improvement of import design needs evaluation,feedback,improvement and other links.The compilation of a more reasonable evaluation index system of import design of high school mathematics concept class can provide teachers with feedback of import design of concept class,so as to constantly improve the design and improve the quality of teaching.The research questions are:(1)what is the reasonable evaluation index system for the introduction design of high school mathematics concept course?(2)What is the evaluation model based on the evaluation index system of high school mathematics concept course introduction design?In order to construct a reasonable index system,firstly,through reading relevant books and periodicals,the important factors affecting the import design are sorted out and summarized,and the basic framework of the evaluation index system is preliminarily determined.Secondly,60 import design samples of excellent high school mathematics concept courses were sorted out and imported into NVivo 11 qualitative analysis software in the form of Word text.The samples were coded and analyzed,and the evaluation index system of import design was preliminarily constructed.Thirdly,in order to ensure the rationality of the evaluation system,Delphi method was used to compile questionnaires and revise the evaluation system based on expert questionnaires.After the system is formed,analytic hierarchy process is used to compile the questionnaire and calculate the weight coefficient of each index to get the evaluation model.Fourthly,to ensure the credibility of the index system,the reliability and validity test is carried out.Finally form the evaluation index system of introduction design of high school mathematics concept course.Research conclusions:(1)there are 4 first-level indicators and 12 secondlevel indicators in the evaluation index system of introduction design of high school mathematics concept courses.First-level indicators:curriculum standard requirements,mathematics content,teacher guidance and student subject;The dimension of curriculum standard requirements contains knowledge objectives,core literacy and thinking methods;the dimension of mathematics content contains basic connotation,understanding concepts and application;the dimension of teacher guidance contains setting up situation,guiding opportunity and time control;the dimension of student subject contains psychological characteristics,knowledge basis and cognitive ability.(2)The evaluation model of the introduction design of high school mathematics concept course(I represents the comprehensive score,T11-T43 represents the score of each level 2 index respectively):I=0.091T11+0.152T12+0.120T13+0.051T21+0.082T22+0.092T23+0.081T31+0.086T32+0.049T33+0.037T41+0.072T42+0.088T43Suggestions for the design of the introduction of high school mathematics concept course:according to the requirements of the curriculum standard,clear teaching objectives,guide students to focus on the study of key knowledge,pay attention to the cultivation of students'core literacy of mathematics,and take moral cultivation as the fundamental task of teaching;Pay attention to the essential content of mathematical concepts,guide students to deepen their understanding of concepts from actual situations,and pay attention to the connection and application of concepts.Give full play to the guiding role of teachers,create a situation in line with relevant concept learning,put forward questions against the background of the situation,seize the key opportunity of guidance,arrange the leading time reasonably;According to the characteristics of psychological age,knowledge basis and cognitive ability of students,choose the best way to introduce.