Students'Subjective Perception of the Achievement of Course Objectives in Assessing Non-Standard Answers Impact Study:Taking the Course of Interpretation of Mathematics Curriculum Standards and Analysis of Teaching Materials in Primary and Secondary School
Putting students at the center to improve the quality of education and teaching has become a focus of the new round of undergraduate education and teaching reform.Taking the course of interpretation of mathematics curriculum standards and analysis of teaching materials in primary and secondary schools as an example,combined with teacher evaluation of achieving curriculum goals and subjective perception results of non-standard answer assessment students.Through descriptive statistical analysis,robust OLS regression model analysis,and TOPSLS method analysis,the article explores the impact of students'subjective perception on the achievement of non-standard answer assessment curriculum goals.Research has found that non-standard answer assessment is beneficial to the achievement of curriculum objectives and their sub-objectives;students'subjective perception of the importance of improving course goal achievement through non-standard answer assessment has a significant positive impact on their final assessment achievement;under students'subjective perception,the non-standard answer examination has different promotion degree to the goal of course score.The above results reflect the significant significance of students'subjective perception towards non-standard answer assessment and its assessment forms,and provide suggestions and directions for teaching improvement for teacher education courses in normal undergraduate majors to better improve the evaluation system of non-standard answer assessment and promote the achievement of course objectives.
students'subjective perceptionnon standard answer assessmentcourse objectivesdegree of achievement
国家科技期刊平台
NSTL
万方数据
