Research On The Difference Teaching Of High School Mathematics Based On SOLO Classification Theory

The new curriculum standard emphasizes that mathematics education should respect the subjective status of students,and achieves good mathematics education for everyone.Different students have different developments in mathematics.The traditional uniform teaching mode seriously ignores the individual differences in students' knowledge,learning style,interest needs and level of thinking structure.Teachers deliver the same content to students in the same pace and way.It often leads to failure of students with low achievement;they will feel that the classroom teaching is not challenging and it is difficult to stimulate learning motivation for students with genius or high level in mathematics.The traditional teaching mode has a negative impact on the initiative and persistence of students' learning.Obviously,it has not adapted to the needs of the times.Therefore,the concept of differentiated teaching came into being.The basic teaching philosophy of differentiated teaching is "recognize and respect the differences of students,develop differentiated teaching based on the differences of students,and promote the maximum development of students on the original basis".In order to better implement the differentiated teaching in the mathematics class teaching in high school,teachers must evaluate the students' cognition and thinking level to formulate the teaching design suitable for the development of mathematics thinking of different students and guide the implementation of the teaching process.The evaluation of students' thinking structure level can't only rely on the teacher's subjective experience judgment.To this end,this paper introduces the famous educational psychologist Biggs' SOLO classification evaluation theory,which describes the students' knowledge level and thinking structure level.In order to carry out the differentiated teaching.Therefore,this study is specifically carried out from the following aspects.First of all,this paper uses the method of questionnaires to obtain data and analyze the differences between current students' emotional experience,learning style and preparation level in high school mathematics,as well as teachers' understanding of student differences and teaching interventions.Secondly,after expounding the structure and application strategy of the differentiated teaching mode,the author constructs a high school mathematics differentiated teaching model based on SOLO classification theory.Then the author uses this model,combined with SOLO classification theory to describe the level of students' thinking structure,thus guiding the differentiated teaching design.In-depth study is carried out from three aspects:teaching task,teaching process and teaching reflection.To help teachers evaluate students based on the students' thinking structure levels and thus carry out differentiated teaching in a targeted manner,improve and develop students' mathematical thinking,the complete teaching procedure design is provided by the differentiated teaching in the high school mathematics function parity.Finally,the students' thinking structure level is analyzed by the test volume.At the same time,some high school teachers are interviewed.It is found that SOLO classification theory can play a good role in the evaluation of teaching,and it has a positive effect on teachers' future teaching.