Investigation On Conic Curve Cognitive Level Of High School Students Based On SOLO Theory

Cone curve is an important chapter in the high school mathematics curriculum,meanwhile it is the most difficult part for students to learn and master.It is very significant and meaningful to have a reasonable diagnosis of students' cognitive level of learning conic,to make the specific measure to improve the teaching strategies and methods,and therefore to improve the students' learning effects.Based on the SOLO classification theory,the five levels of cognitive level(structure level,single structure,multiple structure,the structure of the associated levels and extend the abstract structure level),and combined with the conic teaching target and teaching requirement by The Ordinary High School Mathematics Curriculum Standards(2017 edition),this paper conducts the research on the students' conic cognitive level.The main work is as follows:1.The high school students' conic cognitive levels are divided into the five levels,three kinds of conic curve and five cognitive levels of analysis and evaluation framework are provided,namely the manifestation of each cognitive level,including the definition of elliptic,parabolic and hyperbolic,standard equation,geometric properties and applications of a total of 12 modules.2.According to the teaching requirements of the curriculum standard on conic curve,the test questions of each module are compiled.The conic curve test takes students in the second and third year of senior high school in Yantai as the research objects.Based on the test results,the cognitive level of each student will be judged against the evaluation framework of cognitive level of each module,so as to determine the students' cognitive level.According to the overall test results,SPSS software will be used for statistical analysis for all students' cognitive levels of different modules,and the overall distribution of cognitive levels of different modules is obtained.According to the differences in learning conic curve between senior two and senior three students,this paper tests the differences in students' cognitive level,which provides a reference for the comprehensive understanding of students' learning effect,as well as for the improvement of teaching and precise measures.3.Select representative students to conduct interviews and communicate withfirst-line mathematics teachers,summarize the factors affecting students' learning conic curve,and give corresponding teaching suggestions based on the conclusions of the survey.Through the investigation,it can be found that: the highest level of definition of conic curve that the respondents could achieve is structure of the associated levels;the most common level of the conic curve standard equation of are multivariate structure level and associated structure level;the nature of conic is in a single structure level;the cognitive level on the application of the conic is relatively weak;and it is difficult to reach the expanded structure level.There are significant differences in the properties and applications of ellipses and the properties of hyperbolas between year two and year three high school students,but there are no significant differences in the learning effects of other modules.