A Study Of The Test Of High School Chemistry Academic Level Based On The SOLO Taxonomy

In the context of the new college entrance examination,the general high school level test began to carry a new function-the selection function,and its status become more and more important.The SOLO Taxonomy stratifies the students’ thinking level through the students’ learning results,which provides the possibility to study the ability structure level of the questions.Based on the SOLO Taxonomy,the paper analyzes the level of the test results of the high school level.It can scientifically understand the level of test questions and the characteristics of the test in the high school level,and provide a reference for the direction of the teaching and the preparation of the test questions.Based on the SOLO Taxonomy,the paper divides the chemical content into twelve themes according to the "General High School Chemistry Curriculum Standards(Experimental)"(2003 edition),and constructs a test analysis model based on the SOLO Taxonomy through the literature research method.Using the test analysis model,through text analysis and statistical analysis,from three different dimensions of different modules,different themes and different types of questions,the ability structure level of the high school chemistry level test in Hunan Province from 2014 to 2018 was analyzed,and got the following conclusion:(1)The test analysis model is feasible.(2)On the whole,the test questions are not very high on the students’ thinking level.Compared with previous years,under the requirements of the high school level examination,the test questions have slightly increased the students’ thinking level.(3)From the module point of view,the compulsory module test questions focus on the low-level thinking level,and the elective module focuses on examining the higher level of thinking.Compared with previous years,all the modules have higher requirements for students’ thinking level under the requirements of the high school level examination.(4)From the perspective of the theme,different theme test questions have different requirements for students’ thinking level.Compared with previous years,the questions of theme 2,theme 4,theme and theme 8 have an increasing demand for students’ thinking level in accordance with the requirements of the high school level examination.Theme 1,theme 7,and theme 12 are subject to the requirements of the high school level examination,and the requirements for students’ thinking level are stable.Theme 3,theme 5,theme 9 and theme 10,theme 11 Questions are in line with the requirements of the high school level examination,and the requirements for students’ thinking level are decreasing.(5)From the perspective of question type,subjective questions and objective test questions have low requirements on students’ thinking level,but subjective questions are relatively objective and focus on examining higher level of thinking.Through research,the paper puts forward some suggestions for propositions.