A Study On Alignment Of Classroom Questioning And Curriculum Standards In Mathematics Of Senior Middle School From The Perspective Of Logical Reasoning Literacy

Our country promulgated a new version of the high school mathematics curriculum standards in 2017,which proposed academic quality standards with core literacy and their performance levels as the main dimensions,dividing each core literacy into three levels and refining suggestions for assessment and examination propositions,facilitating educational administrators to use academic quality standards to evaluate students’ performance levels in each core literacy and to realize the transition from knowledge-oriented to competency-oriented assessment.The alignment of “teaching-learning-evaluation” is the need of implementing the national curriculum standards.The alignment of “teaching-learningevaluation” in classroom teaching is beneficial to the standardization of teachers’ teaching and the improvement of teaching effectiveness,improve the quality of teaching.In order to understand the alignment of teacher’s classroom questioning and the level of academic quality of curriculum standards in “logical reasoning” literacy,this study takes the teachers’ classroom questioning as the object of study,in which 12 cases of classroom questioning are from the 11 th high school young mathematics teachers’ online activities,there is also a case study of classroom questioning from off-line classes.This study adopts the SEC model to study the alignment between teachers’ classroom questioning and curriculum standards from the perspective of “logical reasoning” literacy.The results are as follows :firstly,on the whole,the classroom questioning of the 12 online teachers are remarkably consistent with the curriculum standards in the connotation and level of “logical reasoning”;from the analysis of the connotation of accomplishment,the proportion of“knowledge and skill” of “logical reasoning” is higher that in classroom questioning of 12 online teachers,However,the content requirements and academic requirements of the curriculum standards require a greater proportion of “situations and problems” and“knowledge and skills” in “logical reasoning” than the others;from the level of literacy analysis,curriculum standards and academic requirements in the “logical reasoning” literacy level 1 required a higher proportion,and the 12 online teachers’ classroom questioning for the“logical reasoning” literacy level 2 of the proportion of higher requirements.In the course of“The judgment of the perpendicular of the line and the plane”,on the whole,there is a remarkable consistency between online X teacher’s classroom questioning and curriculum standards in the content and level of “logical reasoning” literacy;however there is no consistency between the classroom questioning and the curriculum standards of the offline teacher Y in the “logical reasoning” literacy.And no matter from the accomplishment content or from the accomplishment level analysis in the “logical reasoning”,the alignment between online X teacher’s classroom questioning and the curriculum standards is better than the offline Y teacher’s..This study can enrich the theory of educational evaluation and provide a new research paradigm for the quality analysis of classroom teaching.To standardize teachers’ daily teaching,from paying attention to students’ learning results to paying attention to students’ learning process,so as to improve the scientific and effective teaching work and improve the quality of teaching,promote the implementation of curriculum standards in the classroom,and promote the effective implementation of the core literacy of mathematics.