Research On The Evaluation Of Pupils' Mathematics Comprehension Learning Based On SOLO Classification Theory

With the continuous progress of International Mathematics Education reform,"teaching for understanding,learning for understanding" has become a new trend of mathematics education reform.Mathematical learning for understanding refers to Mathematical learning on the basis of understanding,which truly promotes students' profound understanding of mathematics.Based on these,it is of great significance to evaluate whether the learner has reached understanding of mathematics knowledge and promote the understanding of knowledge.As a mature evaluation framework,SOLO can classify the individual's understanding level concretely and clearly,making the understanding level visible and assessable.It has become a new way to evaluate the quality of learning.The characteristics of SOLO provide a good reference for the evaluation of mathematical learning for understanding.How to apply SOLO to the evaluation of mathematical learning for understanding has important research value for diagnosing and promoting mathematical learning for understanding.Based on these,this research mainly uses literature research methods,case study methods and other research methods,supplemented by Delphi method,questionnaire survey method,classroom observation method,video analysis method,text analysis method and other research methods.On the one hand,it mainly uses the literature research method to analyze the feasibility of applying SOLO to evaluate mathematical learning for understanding,and constructs a mathematical learning evaluation framework for understanding based on SOLO classification theory.On the other hand,it mainly uses case study method to analyze one math class,to understand the mathematical learning quality for understanding,and make suggestions.First of all,the study analyze the feasibility of applying SOLO to evaluate mathematical learning for understanding,which is mainly reflected in three aspects: First,the SOLO can evaluate the level of mathematical learning for understanding.Secondly,the SOLO can evaluate the learning quality of mathematical learning for understanding;Third,the SOLO can evaluate the level of thinking in mathematical learning for understanding.Therefore,SOLO is applicable to one of the guiding theories of the evaluation of mathematical learning for understanding,that is,in primary school,SOLO can be applied to the evaluation of mathematical learning for understanding.Then,based on SOLO,drawing lessons from the provisions of Shanghai primary and secondary mathematics curriculum standards,and the most representative and authoritative mathematical evaluation framework,including PISA,an international student assessment project,and TIMSS,a research on the trend of achievement in International Mathematics and science education.These are used to compile an evaluation tool for mathematical learning for understanding.It mainly includes two aspects: on the one hand,it is divided into three dimensions in terms of content,namely,representation,application and evaluation;on the other hand,these three content dimensions can be further divided into five levels of understanding,namely,the former structure level,single point Structure level,multi-point structure level,associated structure level,abstract extended structure level.Next,the tool is used to carry out case study,which is a math class of fourth grade,analyzing the quality of mathematical learning for understanding.Here,the data is mainly calculated for the learning tasks that lead to mathematical learning for understanding and the learning results they produce.At the same time,according to the actual data situation,from the perspectives of overall class,academic differences and different learning tasks,the analysis of mathematical learning outcome for understanding about students shows that: The overall mathematical learning quality for understanding of students is biased to the surface;Mathematical learning level for understanding is not necessarily proportional to the academic situation;the form of learning tasks,especially the form of questions,affects the mathematical learning level for understanding.At last,according to the results of data analysis,three suggestions are put forward in a targeted manner: based on the analysis of academic conditions,establishing understanding goals;grasping the core of knowledge,carefully designing problems;providing learning opportunities and diversifying learning tasks.