Investigation And Research On The Understanding Level Of Linear Parametric Equation Of High School Students Under SOLO Theory

The parametric equation of a straight line is an important part of elective 4-4:coordinate system and parametric equation.High schools in yunnan and sichuan have taken it as the required teaching content.When solving other problems in analytic geometry,the parametric equation of a line is often used as an auxiliary tool.By using parameters,the change of several variables can be expressed in relation,and the change of several quantities can be reduced to the change of parameters.From two dimensions to one dimension,the complexity can be simplified,which is conducive to the solution of the problem.The teaching of parametric equations of straight lines and their applications is of great significance to the cultivation of students' mathematical thinking from high dimension to low dimension,complexity and simplicity.With the help of a SOLO classification theory research level of high school students the understanding of the linear parameter equation,with the analysis of the results of the study,the students' thinking level situation and main problems of learning the related content,put forward the corresponding teaching suggestions,hoping to help teachers to understand the student to study the linear parameter equation of thinking level,better guide the teaching.In this paper,using literature analysis,questionnaire test method,statistical analysis method to carry out the study,a high school senior year in chengdu,sichuan province and yunnan Dali a three class of five classes,369 students of senior high school test investigation,for high school students learning concept of linear parameter equation form,parametert geometric meaning,and the integrated application of the understanding level of linear parameter equation of quantitative and qualit ative analysis respectively also studied the different level,different schools,gender differences,liberal arts students understanding differences of linear parameter equation.Through this survey,the following conclusions are drawn:(1)Students' understanding of the conceptual form of linear parametric equation is mainly at the level of related structure(R level).(2)The students' understanding of the geometric meaning of the parameter t in the parametricequation of the line is mainly at the level of multivariate structure(M level).(3)Students' understanding of the comprehensive application of linear parametric equations is evenly distributed at the prestructural level(P level),single structural level(U level),multiple structural level(M level)and associated structural level(R level).(4)There is a correlation between students' daily math scores and their understanding of linear parametric equations.The better the scores,the higher the understanding level.(5)The understanding level of linear parametric equation of high school students in different schools is significantly different.The average understanding level of linear parametric equation of high school students A is higher than that of high school students B.(6)There is no significant difference in the understanding level of linear parametric equation between male and female students in high school,and gender has no significant influence on the understanding level of linear parametric equation.(7)The understanding level of the linear parametric equation of high school Chinese science students is significantly different,and the average understanding level of the science students is higher than that of the liberal arts students.