Investigation And Research On The Cognitive Level Of Quadratic Function Of Junior Three Students Under SOLO Classification Theory

The quadratic function is an important mathematical model that describes the law of change in the objective world,and it is widely used in mathematics and other fields.Secondly,as the content of junior high school connection,the quadratic function is the required knowledge for the senior high school entrance examination every year and occupies a relatively high proportion in the score.Due to the abstraction of the quadratic function knowledge itself and the limitation of students' thinking development level,the quadratic function has always been a difficult point for students to learn,so accurately grasping the student's cognitive level of the quadratic function is of great significance to the quadratic function teaching.However,at present,teachers 'cognitive evaluation of students is still based on test scores,ignoring the differences in students' knowledge understanding.Based on this,this article aims to study the following three issues:1.What is the level of cognition of the quadratic function of the third grade students under SOLO classification theory?2.What are the main factors influencing the junior high school students' cognition of quadratic function?3.What are the ways to improve the level of second-degree students' cognitive function?Through consulting a large number of documents,combined with the examination of the knowledge of quadratic functions in the Shanghai high school entrance examination in the past five years,the research background,research significance and research status of the quadratic function cognition level of junior third students are explained.Through further study of teaching materials and existing research,through consultation with front-line teachers,the four dimensions of quadratic function knowledge,the evaluation criteria of the cognitive level of each dimension,and the test paper of the quadratic function cognitive level were determined.On this basis,an investigation was conducted on the junior third students of a middle school in Xuhui District,Shanghai.Thisarticle uses Excel to perform statistical analysis on the survey data,and qualitatively evaluates the learning of students 'quadratic functions through the students' answers.According to the results of the test,the students and teachers are interviewed,and finally the factors that affect the students' cognition of the quadratic function are obtained and the corresponding teaching countermeasures are proposed.The survey found that,first of all,in the four dimensions,students have the highest level of recognition of the image and nature of the quadratic function,and most of them are at the level of related structures.However,students have comprehensive questions about quadratic functions,especially quadratic functions.The mastery is not enough,and many students are in the pre-structure and single-point structure.In addition,there is no obvious difference in the cognition level of the quadratic function between male and female students.The cognition level of the quadratic function comprehensive questions and applied questions of the boys is slightly higher than that of the girls,while the girls' cognition of the quadratic function concept is slightly higher than that of the boys.Secondly,the main factors that affect the level of second-degree students' cognition of second-degree function are: the reason of the second-order function knowledge itself,the insufficient knowledge and ability to master,and the lack of good learning habits and attitudes.Finally,based on the status quo of the second-level students' cognition of quadratic functions,the corresponding teaching countermeasures are proposed for specific reasons.It provides reference for junior middle school teachers when teaching quadratic functions,avoids teaching misunderstandings in teaching,allows students to learn quadratic functions well in junior high school,and lays a solid foundation for further learning functions in high school.