Research On High School Students' Vector Learning Based On SOLO Classification Theory

In the high school stage,vector knowledge has a very important position and value.Vector theory has profound mathematical connotation and rich physical background.Vector is not only the research object of algebra,but also of geometry.It is a natural bridge between geometry and algebra.Vectors are the basic tools to describe mathematical problems in straight lines,curves,planes,curved surfaces and high-dimensional spaces.They are the basis for further study and research in other mathematical fields and play an important role in solving practical problems.Many literatures on vector research are either only embodied in the level of plane vector knowledge,or the research on vector problem solving.There is a lack of research on space vectors and the background of vector physics,and the research on the connection of plane vector learning and space vector learning is almost No.Then,this research is based on the SOLO classification theory,using a combination of literature research,questionnaires and interviews,based on the use of SPSS software to analyze data,the research content mainly includes four aspects:(1)Researching and analyzing high school students' cognition of vector concepts,vector operations(geometry,algebra,and coordinates),and vector applications(physics,plane geometry,and solid geometry);(2)Analyzing the impact of high school students' vector learning from a physical perspective through survey data;analyze the impact of high school students' plane vector learning on space vector learning;(3)Statistics and analysis of data obtained from tests of different types of schools,different grades of high school students,and different class types;(4)According to the analysis results,giving corresponding teaching strategies.The main conclusions drawn from the research are:1.Cognitive level of vector knowledge of high school students:(1)From the overall test,the calculation of vectors has the highest proportion of the highest level,followed by the concept of vectors,with more than 70% of students reaching R-3level and above;(2)From the perspective of physics vector learning,vector learning and vector learning of high school students are obviously related.The same dimension,the higher the cognitive level of vector learning,the corresponding vector learning recognition The higher the level of knowledge;(3)The learning of plane vectors of high school students has a great influence on the learning of space vectors.In a certain knowledge dimension,the better the plane vectors are mastered,the higher the level of space vector cognition;(4)In terms of the types of schools,most of the low-level students are distributed in ordinary schools,and the total number of key middle schools at the R-3 level and above is more than that of ordinary schools;(5)From the grade level,the high-level students The higher the grade,the higher the proportion;(6)From the perspective of class type,especially the concept of vector and the application of vector,the cognitive level of vector in key classes is much higher than that of ordinary classes.The difference is not so obvious.2.Factors affecting students' vector cognition level:(1)The understanding of vector concepts is not thorough;(2)When solving geometric problems,the application of vector awareness is not strong,especially in solid geometry,students are more inclined to coordinate operations;(3)The thinking method of combining numbers and shapes contained in vectors is lacking;(4)Affected by physical vector learning,students are afraid of vector learning.3.Based on the SOLO classification theory,giving corresponding teaching guidance:(1)Pay attention to the teaching of vector concepts;(2)Pay attention to the physical background of knowledge to help students understand vectors and better use them;(3)Pay attention to correctness in the teaching process The penetration of mathematical thinking and methods can enhance the ability of learning;(4)In the learning process,teachers should actively guide and encourage to dispel students' fearof vector learning.This research hopes to provide first-line teachers with a qualitative evaluation system and measurement tools for students' vector cognition level,so as to improve students' vector cognition level;the corresponding teaching suggestions proposed can provide reference for front-line teachers.