| Under the influence of the education reform,research on the integration and practice of mathematics teaching and learning has become an important research focus.The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)states that the Mathematics Curriculum should develop core literacy in students who can observe the world from a mathematical perspective and who can think about the real world and use mathematical language to represent reality through mathematical reasoning.The integrated and practical curriculum is problem-oriented and engages learners in relatively complete learning activities of mathematical expression,exploration and reflection,enabling them to develop a good understanding of mathematics-based interdisciplinary knowledge and to rapidly improve their ability to solve complex problems.However,the importance of the curriculum is not easily realised due to teachers’ cognitive biases,formalised teaching and learning,and the lack of a reliable system for evaluating teaching and learning.The CIPP model is a scientific and well-established assessment model that emphasizes the integration of diagnostic,formative and summative assessment to monitor goal setting,evaluate programme selection,guide programme implementation and determine the extent to which goals are achieved.Therefore,the CIPP model-based assessment of mathematics "synthesis and practice" in junior secondary schools is important for improving teaching and learning,developing students’ core literacy and teachers’ professional development.The research question of this paper is "What is the meaning and educational value of’synthesis and practice’? " Is there a coherence between I&P and the CIPP model,and how can this be achieved? Are the existing evaluations of I&P consistent with the philosophy of the field?Do they meet the practical needs of teaching and learning? Therefore,the key to this paper is how to evaluate teaching and learning in this area.The following research has been carried out to address these key issues:Firstly,on the basis of a systematic study of the literature on the CIPP evaluation model and mathematics ’synthesis and practice’,the meaning,characteristics and pedagogical value of the two are clarified;Secondly,on the basis of the theory and practice of "integration and practice" and the CIPP evaluation model,a preliminary index system is constructed for the evaluation of "integration and practice" in secondary school mathematics.Finally,expert consultation was used to revise and improve the evaluation index system of secondary school mathematics integrated practice,and expert consultation and hierarchical analysis were used to assign importance and weight to the evaluation indexes of secondary school mathematics integrated practice activities to obtain a complete evaluation index system.Through the above research,the following conclusions are obtained in this paper:Through the above research,the following conclusions are obtained in this paper:The CIPP model is a hybrid multidimensional evaluation model that is highly relevant to the field of mathematics "synthesis and practice" due to its meaning,characteristics and educational value.Through extensive literature review and expert interviews,four primary indicators,ten secondary indicators and 38 tertiary indicators were identified,namely ’teaching context’,’teaching programme’,’teaching process’ and ’teaching effectiveness’."The 4 primary indicators,10 secondary indicators,38 tertiary indicators and the corresponding requirements in the evaluation criteria were identified.The weighting of the revised evaluation system is based on a hierarchical analysis,with the weighting of the four primary indicators being: teaching process > teaching programme >teaching effectiveness > teaching background.So far,a complete system of assessment indicators has been constructed for the assessment of mathematics "synthesis and practice" in junior secondary schools. |
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