Research On Evaluation And Teaching Improvement Of High School Students’ Intuitive Imagination Literacy

The implementation of the fundamental task of establishing moral education and the development of students’ core literacy in mathematics are the objectives of teaching mathematics in senior secondary schools in basic education.Intuitive imagination is one of the indispensable core literacies in mathematics learning for senior secondary students.It can help students better understand,master and apply mathematical concepts and propositions,and provide powerful support for building a complete mathematical knowledge system.The measurement and assessment of core mathematical literacy has also now become a core requirement and an important task in the reform of senior secondary mathematics teaching and learning in the new era.However,relevant studies have shown that the actual teaching of senior secondary mathematics is still at a less mature stage in many schools in terms of the development and evaluation of students’ intuitive imaginative literacy.Although there is a three-level division method of the general senior secondary mathematics curriculum standard on the evaluation of core mathematical literacy,the actual operability is not strong enough;at the same time,there is a low level of students’ intuitive imaginative literacy ability,teachers’ unclear understanding of the connotation of its cultivation elements,the use of There are also problems such as the low level of students’ visual imagination literacy,teachers’ lack of understanding of the elements of its cultivation,insufficient means of application and inadequate evaluation methods.Based on the above,this study is about measuring and improving the teaching of intuitive imagination literacy in senior secondary mathematics,including the components and connotations of intuitive imagination literacy in senior secondary mathematics,the construction of an index system for measuring intuitive imagination literacy in senior secondary mathematics,the investigation of the current situation of cultivating and evaluating intuitive imagination literacy in senior secondary mathematics,and the proposal of teaching improvement strategies.In this paper,we firstly define the concept and theoretical basis of intuitive imagination literacy in senior secondary school mathematics,reveal the components and connotations of intuitive imagination literacy,and discuss the important role and significance of its cultivation.Secondly,based on the analysis of various literature categories and the synthesis of various methods for classifying indicator systems,a more reasonable and operational model system for evaluating intuitive imagination is constructed on the basis of the framework for classifying and evaluating the three levels of core literacy in mathematics in the General High School Curriculum Standards(2017edition).Again,in order to understand the current situation of the development and evaluation of intuitive imagination literacy in senior secondary school mathematics teaching,a survey and research program was designed using the evaluation system model constructed to investigate and assess teachers and students in some senior secondary schools in Hcity.The current situation of the development of intuitive imagination literacy in senior secondary school students was obtained.Finally,certain teaching improvement strategies and suggestions were summarized to address the current situation and problems in the development and evaluation of intuitive imagination literacy in high school mathematics teaching.The model system for evaluating the intuitive imagination performance of senior secondary mathematics constructed in this study further refines and improves the framework for classifying the level of intuitive imagination literacy on the basis of keeping the specific requirements of the curriculum standards unchanged,taking geometric intuition,spatial imagination and number-figure combination as the first-level indicators for constructing the framework for assessing the level of intuitive imagination literacy,and then further refining the first-level indicators on this basis for dividing the level into four levels The specific connotations of the assessment.In this paper,the current situation of the development and evaluation of intuitive imagination in senior secondary mathematics in three schools in H city was investigated and tested,and it was found that there were problems such as the low level of intuitive imagination in senior secondary mathematics,teachers’ lack of understanding of the meaning of intuitive imagination,the lack of teaching methods and approaches,and the lack of methods and tools to evaluate the effectiveness of intuitive imagination development.To address these problems,this study proposes the following teaching improvement strategies: firstly,teachers should update their concepts and promote their professional development;secondly,teachers should be guided to create mathematical contexts in teaching to develop students’ core literacy,such as creating hands-on contexts to build intuitive models and improve intuitive imagination;thirdly,information technology should be used to enhance the level of intuitive imagination development;fourthly,teaching evaluation should be conducted at the right time Fourthly,teaching evaluation should be carried out at the right time,and teaching reflection and improvement should be carried out precisely.