Junior Middle School Students Mathematical Operation Ability Evaluation Index System Construction And The Practice Research

In recent years,core words such as "core literacy" and "subject key ability" have become hot topics in the educational circle.In 2022,the new version of compulsory education mathematics curriculum standards detailed the core literacy of each stage,including arithmetic ability.The new compulsory education curriculum standard emphasizes that attention should be paid to the development of students’ mathematical ability,and the improvement of mathematical ability is an inevitable requirement of social development.However,there are still many problems in the cultivation of mathematical ability at present.Whether the evaluation of mathematical ability can be carried out effectively in teaching directly affects the implementation of the curriculum standard.Therefore,in order to evaluate,cultivate and improve students’ arithmetic ability in a more scientific and effective way,it is necessary to develop a scientific and effective evaluation index system,according to which the development of students’ arithmetic ability can be understood and targeted teaching suggestions can be put forward.This study draws on the existing evaluation index system construction methods and ideas,adopts the method of combining qualitative and quantitative research,literature research,interview method,exploratory and confirmatory factor analysis method,test paper method and other methods to carry out relevant research on the mathematical operation ability of junior high school students.Firstly,relevant literature at home and abroad is summarized,and the index is extracted based on Compulsory Education Mathematics Curriculum Standards(2022 edition),Ordinary High School Mathematics Curriculum Standards(2017 edition)and the theories of Lin Chongde and Yu Ping,etc.,so as to initially construct the evaluation index system of junior high school students’ mathematical operation ability(i.e.,theoretical model).Then,the test paper is prepared with the extracted behavior item index,and the exploratory factor analysis is carried out to obtain the three-factor model and the four-factor model.The best model is the four-factor model by using the confirmatory factor analysis,and the "four-dimensional and second-order" evaluation index system of the mathematical operation ability of junior high school students is constructed.Finally,according to the evaluation index system,the mathematical operation ability test paper of the three grades in junior middle school was compiled,and the corresponding scoring standards were formulated.One parallel class and one group class were selected for the test in each of the three grades in junior middle school.The test results were analyzed for class differences,gender differences and class type differences,and reasonable and effective teaching suggestions were put forward according to the analysis results.Here’s what the study concluded:1.There exists objectively an evaluation index model of junior high school students’ mathematical operation ability--a four-dimensional second-order model.The first-level index consists of four dimensions: understanding and mastering,analysis and discrimination,application and reflection,optimization and innovation.There are 4 behavioral factors in the dimension of understanding and mastering,4 behavioral factors in the dimension of analysis and discrimination,5 behavioral factors in the dimension of application and reflection,and 3behavioral factors in the dimension of optimization and innovation.As second-level indicators,each behavioral factor can be regarded as the operational definition of first-level indicators.2.The relationship between various indicators of junior high school students’ mathematical operation ability can be expressed as A linear expression Y=0.30A+0.28B+0.23C+0.19D(where Y represents "junior high school students’ mathematical operation ability",A represents "understanding and grasping dimension",B represents "analyzing and discriminating dimension",and C represents "application and reflection dimension".D stands for "optimization and innovation dimension"),etc.3.On the whole,junior high school students’ mathematical operation ability is not high,and there are more students with intermediate or below level,so the level of junior high school students’ mathematical operation ability needs to be improved.The mathematical operation ability of junior high school students is closely related to their usual grades.The higher the mathematical operation level,the higher the corresponding mathematical scores,and vice versa.4.From the perspective of various dimensions,junior high school students have the best performance in the analysis and discrimination dimension of behavioral ability,and the performance of understanding and mastering dimension,optimization and innovation dimension,application and reflection dimension is weak,and the three levels are almost the same.In addition to the analysis and discrimination dimension,the overall level of students showed a downward trend,and the other three dimensions of students’ ability level gradually increased from lower grades to higher grades.5.From the perspective of differences,there are differences in the ability level between grades.Grade 9 students have the highest overall mathematical operation level;There are differences in the ability level of different classes.There are significant differences in the performance of mathematical operation ability between the group class and the parallel class.The overall level of the group class is higher than that of the parallel class.There was no significant difference between the sexes.6.From the perspective of typical errors,they can be classified into two categories: first,knowledge errors,including knowledge points confusion,knowledge points forgetting,basic knowledge is not firm,do not understand the meaning of the question;Second,non-knowledge errors,including errors in topic review,thinking set,non-standard writing,calculation errors,incorrect attitude,etc.