Evaluation Research Of High School Students' Physical Thinking Ability Based On SOLO Taxonomy

With the change of the times,the education concept is also constantly developing and progressing.People have begun to realize that education is not only the mastery of knowledge,but also the training of thinking.In the new curriculum reform in China,the importance of scientific thinking is also emphasized for physics teaching.In the evaluation of thinking,SOLO Taxonomy has the characteristics of both qualitative and quantitative evaluation,so it has the advantages of clear definition and operability for evaluating students' physical thinking level.Based on a comprehensive analysis of relevant literature,this thesis grasps the relevant methods of SOLO Taxonomy applied to teaching guidance and evaluation,demonstrates the feasibility of using SOLO Taxonomy to evaluate students' physical thinking,further refines SOLO Taxonomy,adds three different levels of R0,R1 and R2,and combines SOLO Taxonomy with the physical thinking described in the Curriculum Standard for Physics of Senior High School,then establishes the standards of thinking levels of high school physics experimental and non experimental topics respectively.Then,based on the actual situation of students' problem solving and the definition of SOLO Taxonomy,this thesis corresponds the performance of students in the calculation problem-solving to the level of thinking,and divides and refines the relational level,establishes the standard of physical thinking reflected in senior high school students'problem-solving,and provides reference for the actual measurement,evaluation and teaching.The research shows that the students in the first year of senior high school are mainly at the middle relational level,followed by the high relational level,which shows that students can recognize knowledge,extract physical models,associate knowledge and solve problems in different physical situations.The thinking level of a few students has not reached the relational level,the ability of comprehensive arrangement and analysis of knowledge is still very insufficient.The thinking level of a few students has not reached the relational level,and the ability of comprehensive arrangement and analysis of knowledge is still insufficient.In addition,students also have the problems of poor performance in the experimental questions and lack of ability to combine the problems with the actual situation.The analysis of the relationship between the level of thinking and test scores shows that students' test scores are highly correlated with their level of thinking,which shows that it is reliable to use students' performance in typical test questions to judge the stage of their thinking development.On this basis,it summarizes the characteristics of different types of students and their corresponding thinking level,and puts forward targeted teaching suggestions:Type A students need to expand creative thinking,type B and type C students need to enhance the ability of building physical models,type D students need to lay a solid physical foundation.Through the combination of visual experiment,the cultivation of modeling ability,the enhancement of learning enthusiasm and other ways,better for the actual teaching work to provide help.