High School Mathematics Learning Transfer and Academic Evaluation Based on Core Literacy

"Core Literacy" and "Learning Transfer" are hot topics in the education field. Through the questionnaire analysis of the innovative class students and ordinary class students in Shandong Experimental Middle School. Through the high school mathematics transfer law application questionnaire, the relationship between the score and the migration ability is analyzed. Through the questionnaire of the core literacy of high school mathematics, the relationship between the score and the core literacy was analyzed. Learning transfer ability directly affects the formation of core literacy, so it is necessary to improve core literacy according to the theory of learning transfer.


Introduction
In 2014, the Ministry of Education issued the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Tasks of Lide Shuren", which requires research and development of core literacy systems and academic quality standards for students. Professor Ma Yunpeng defines the core literacy of mathematics as: the comprehensive ability of students to learn mathematics with specific meaning (Ma, 2015). The general high school mathematics curriculum standards (2017 edition) mentioned that the core literacy of the discipline is a concentrated expression of the value of educating people, and it is the correct value, essential character and key ability gradually formed by students through subject learning. The core literacy of mathematics includes: mathematical abstraction, logical reasoning, mathematical modeling, visual imagination, mathematical operations and data analysis. The core literacy of these mathematics disciplines is relatively independent and intertwined, and is an organic whole.The mathematics knowledge in the high school stage is wider, more difficult, and the concept is more abstract. Therefore, many students can't adapt to this change when they first enter the high school stage, and their math scores are not ideal. If teachers simply carry out the sea tactics, they will only have a vicious circle. Therefore, in the teaching process of high school mathematics, if you can effectively improve the students' ability to move, you can improve classroom efficiency, improve mathematics scores, and promote students' core mathematics.

High School Mathematics Learning Transfer Based on Core Literacy
One of the important indicators of effective mathematics teaching is whether students' mathematics learning can move from one problem to another, moving from one situation to another, from school classroom to social practice (Tu Rongbao, 2006). Learning transfer refers to the effect of learning on another type of learning, or the impact of learned experience on completing other activities. "Teaching for migration" has become a popular slogan for today's education. Migration is an important part of mathematics learning. There are a lot of migrations in mathematics learning, which makes students positively migrate in the process of mathematics learning and avoid negative migration, which can greatly improve teaching efficiency.
In order to make the research results more reliable and scientific, the author uses the "high school students' mathematical migration law.The questionnaire is designed to investigate the students' use of the migration rules. The questionnaires are all single-choice questions, with a total of 14 questions. Each question has 3 options. The scoring rules for all the multiple-choice questions are assigned sequentially. 5, 4, 3. The questionnaire is divided into 4 dimensions. Using these four aspects, a questionnaire survey was conducted among the students. In December 2018, a questionnaire was distributed to 1 regular classes and 1innovation classes in the third grade of Shandong Experimental High School. 100copies, 100 copies were recovered, and100valid questionnaires were conducted. A preliminary data analysis was conducted for an innovation class and a regular class.The results of the analysis are shown in Table 1: The average math score of the innovation class is higher than the average grade of the ordinary class. It can be clearly seen from Table 1 that the average value of the migration water of the innovation class is larger than that of the ordinary class. This also directly indicates that students with better grades in the innovation class have stronger mathematics learning transfer ability.

High School Mathematics Evaluation Based on Core Literacy
As stated in the fact that "literacy itself is learned in a favorable learning environment" (Rychen and Salganik, 2001), "literacy" can be concretely implemented, available for teaching and learning, and can be measured and quantified. It is not innate, but It can be learned, designed and cultivated through education.
The author designed six questions by designing the "High School Students' Mathematical Core Literacy Survey Questionnaire". Each topic focuses on a core literacy, and six topics focus on six topics.
The two key words of academic evaluation are "must have character" and "key ability". We believe that it is necessary to examine the core literacy of students' mathematics. The essential character is qualitative evaluation and procedural evaluation. The key ability is based on quantitative evaluation and summative evaluation (Yu Ping, 2018).
Professor Yu Ping suggested that in the preparation of the topic, a two-way breakdown table can be used for analysis. The first column is the title number, the first behavior is the six mathematical core competences, and the second row represents the three levels of the six key capabilities (Yu Ping, 2018). According to Professor Yu Ping's thought, a two-way breakdown of my questionnaire topic was drawn, as shown in Table  2:  Mathematical  Operations   Intuitive  Imagination   Data  Analysis  Literacy level  1  2  3  1 2  3  1  2  3  1  2  3  1  2  3  1 2 3  Topic 1  √  √  Topic 2  √  √  Topic 3  √  √  Topic 4 √ √ Topic 5 √ √ Topic 6 √ √ The score for each of the six questions is set to 5 and the total score is 30. The results of the analysis are shown in Table 3: The average math score of the innovation class is higher than the average grade of the regular class. From the table, we can see that the average value of the innovation class is 28.9, while the average value of the innovation class is 24.1. The average score of the six questions is higher than that of the ordinary class. Through the migration analysis above, the migration ability of the innovation class is higher than that of the ordinary class. A survey of the six key competencies of core literacy found that the formation of the six key competencies of the innovation class was much higher than that of the regular class. This shows that students' ability to transfer mathematics directly affects students' key abilities. If students have strong learning ability, they can transfer old knowledge to new knowledge or summarize and reflect on the questions used. Such migration behavior directly affects students' key competencies. Therefore, we need to develop students' ability to move. In turn, the core literacy of core students will be enhanced to make them better adapted to society.

Conclusion
"Teaching for migration" is a popular slogan in education today. Core literacy is also an educational hotspot in the education sector. There is an inseparable relationship between the two. Through the questionnaire, it is found that the corresponding ability of students with strong ability to migrate is also extremely strong. Therefore, in the process of teaching, it is necessary to cultivate students' generalization and review ability, and to cultivate students' core literacy through learning transfer.