Research On The Evaluation Of High School Students’ Mathematical Abstract Core Literacy

In 2016,the Ministry of Education released the core literacy of Chinese students’ development,marking that my country’s education has officially entered the era of "core literacy".The 2017 version of the high school mathematics curriculum standards proposes six core literacy based on the characteristics of mathematics,which effectively supports the development of students’ core literacy from the aspects of scientific spirit,learning to learn,and practical innovation.In order to implement the concept and requirements of mathematics core literacy,mathematics teaching in senior high schools needs to be comprehensively reformed,and core literacy assessment is a key issue.To this end,this paper will take mathematical abstract literacy as an example to study the evaluation of the core mathematical literacy.It will first discuss the evaluation principles and methods theoretically,and then develop evaluation tools to test and analyze some high school students in Fuyang City.Based on the result,we provide some advice for teaching.Mathematical core literacy is based on the "four basics" and "four abilities",so the "four basics" and "four abilities" should be regarded as the important content of the assessment of mathematics core literacy.In addition,the assessment of core mathematics literacy also needs to pay attention to students’ emotional attitudes and values.Therefore,the assessment of mathematics core literacy can be divided into qualitative analysis based on process evaluation and quantitative analysis based on summative evaluation.According to the third-level requirements of the high school mathematics curriculum objectives,the evaluation should also build a multi-dimensional and multi-index evaluation system.Based on the above principles,this paper takes the function module as an example to compile a set of tools for evaluating the level of mathematical abstract literacy,and carries out the evaluation for some senior students in Fuyang City.The statistical software SPSS and EXCEL are used for correlation analysis and difference analysis.The results are as follows: The students’ mathematical abstraction literacy is at a pass level as a whole,with 34% of students at level 1,60.8% at level 2,and 3.5% at level3;there is no significant difference between students’ mathematical abstraction literacy and gender;students’ mathematical abstraction There is a certain correlation between literacy and students’ usual grades and school level;the more positive the emotional attitude and values of mathematics abstraction,the higher the level of core literacy;the students’ handling of situational problems is poor,and the concept is not fully grasped;different levels unbalanced development of students’ literacy among schools.Based on the above analysis,this paper puts forward relevant teaching strategies and suggestions: Pay attention to cultivating students’ interest in mathematics;Pay attention to cultivating students’ habit of learning mathematics;Pay attention to the concept of overall teaching design;Pay attention to the creation of teaching situation;Pay attention to the generation of concepts.To sum up,through the research on the assessment of mathematical abstract literacy,this paper puts forward some specific operational methods for the assessment of literacy,investigates the current situation of high school students’ mathematical abstract literacy level and the reasons for the improvement of limitations,and proposes some solutions.There are also some deficiencies in this paper,such as the scientific evaluation method needs to be tested,the evaluation content is relatively simple,and the survey sample size is small,which needs to be solved by in-depth research.