Capability Analysis Of Chemical Test Questions In College Entrance Examination Based On SOLO Classification Theory

The new curriculum reform in high school officially began in 2004.One of the important objectives of the reform is to develop the ability of students.College Entrance Examination questions is an important tool to test students,the content of the questions also have certain characteristics and rules.So the paper chooses the college entrance examination chemistry test questions as a research text,analysiss the capability structure of chemistry test questions in recent five years,expecting to study the College Entrance Examination questions to find out the characteristics of students' thinking ability and chemistry learning ability.SOLO theory is a method of evaluating the effect of learning proposed based on Piaget's stages of cognitive development theory presenting students' thinking ability in the form of classification.The method is based on students' answers revealing the complexity of the structure and the characteristics of the level to determine which level of mind the student is in.The paper establishing the evaluation criteria of thinking ability and the standard of chemistry learning ability,choosing SOLO classification theory as tools to evaluate college entrance examination questions,refering to the examination syllabus for chemical learning,according to the thinking ability which students need it to solve the problems.College entrance examination proposition in Pre-curriculum reform area is not mature enough,so the study choosing test questions for the nearly five years.Considering the regional differences,the paper chooses 24 sets of college entrance examination chemistry tests as study sample,there are the national volume I,the national volume II,Beijing volume,Zhejiang volume and Hainan volume,so that the chosen test questions can be used as much as possible on behalf of the level of China's current college entrance examination chemistry capacity structure.The paper analyze the tests' capacity structure from two aspects: the level of thinking ability and chemistry learning ability,and then conducting horizontal research according to the classification of year and conducting longitudinal research according to the College entrance examination provinces.The statistical data is presented by the line chart,finding regulars from the line chart.Through the analysis,the author found that:(1)The multi-structural level of questions is mostThe number of multi-structural level of questions in all provinces are all accounted for about 40%,because of the Multi-structural level of questions can cover as many questions as possible,so college entrance examination questions in the Multi-structural level are most.(2)depending on the SOLO classification theory to control the difficulty of the testThe questions of uni-structural level can examine students' mastery degree of basic knowledge,which need rather low thinking ability and have the use of reducing questions difficulty.The multi-structural level of questions can cover more knowledge points,the level of the test questions is moderate low difficulty which have quite low require for students' thinking ability.The questions of the associated structure level exam students' ability of comprehensively using knowledge to solve chemical problems,the difficulty of the associated structure level questions is upper in the middle,it requires rather high thinking ability.The questions of extended abstract level require students to have innovative thinking that can span the given context,applying the conclusion into wider areas,thus it drew a more abstract and more open conclusion.that.This kind of test questions need students to have higher thinking ability,such questions can improve the overall difficulty of the papers.If you want to make the overall difficulty of the paper turn large,when you set up the questions,the number of multi-structural level of questions should be more than the associated structure level of questions,and vice versa.Therefore,when setting the test questions,we can depend on the SOLO classification theory to control the difficulty of the test.(3)Every provinces' examination emphasis is different on students' chemistry learning abilityThe tests which need students' abilities of acceptance,absorption and integration of chemical information focues on students' ability to apply the basic knowledge.The tests which need students' abilities of analyzing and solving chemistry questions focues on students' ability to solve chemistry questions.The tests which need students' abilities of chemistry experiment and inquiry ability focues on students' ability of scientific inquiry ability.Every provinces' examination emphasis is different.Such as the chemical learning ability questions of the first ability aspect in Beijing accounts for 40%-50%.The questions in the national volume II of the second ability aspect accounts for 50%-60%.The questions in national volume and Hainan volume of the third ability aspect accounts for less than 20%.