Reach Of The Different Knowledge Levels In Senior High School Entrance Physics Examination Based On The SOLO Taxonomy

In September 2016,the Education Ministry promulgated the “Guiding Opinions of Further Promoting the Reform of the Enrollment Examination System for Senior High School”,which is to measure if students meet the state's learning requirements.The test scores is basis of graduation and further education.At the same time,it is necessary to form a high school entrance examination,which is based on junior high school level examination and combined with comprehensive quality evaluation.In China,the Senior High School Entrance Examination in most provinces is a combination of the junior high school level examination and the senior high school admissions examination,which is a compliance and selective examination.The questions are divided into four levels according to the number of knowledge points and the connections between the knowledge.Using this method,it will be beneficial to analyze the knowledge level of the senior high school entrance physics examination in 15 provinces from 2017 to 2019.It also will be better to grasp the characteristics of the test questions and the changes in the past.The first study is the establishment of a framework for analyzing the level of test questions.It is divided into two parts: the determination of physics knowledge points in junior high school and the division of knowledge level of the questions in the examination.I Make physics knowledge statistics based on the third-level theme of the Compulsory Education Physics Curriculum Standards.The ‘Detailed List of Junior High School Physics Knowledge' is obtained after referring to the scientific content knowledge points in the examination descriptions and teaching practices.After that is the division of the knowledge level of the questions in the senior highschool entrance physics examination.With reference to Lingbiao Gao's research methods on the level of the college entrance examination questions and the theory of SOLO Taxonomy,the level of the knowledge capacity of the test questions is divided into four levels according to the number of knowledge points required to solve the problem and the relationship between the knowledge points.The four levels are unistructural structure level,multistructural level,relational structure level and extended abstract level.According to this method,the examination questions are divided.In addition the division process is illustrated by examples.In order to avoid subjectivity,finally,the validity of the segmentation results is analyzed.The second study is the statistics and analysis of the knowledge levels in the physics test questions of the 2017-2019 high school entrance examination in 15 provinces,which is divided into two parts.The first part of analysis is to make statistics on the scores of different structure levels.I compare the proportion at various levels in the same year and analyzed the changes of each level in different areas' examination papers in three years.The conclusions are as follows:(1)The proporition of test questions in unistructural and extended abstract levels are lower than those in multistructural and relational levels.(2)There is a great deal of difference in the proportion of each level in different regions.Some regional test questions do not cover all four levels.(3)On the whole,the averages value of ratio from high to low is relational structure level,multistructural level,unistructural structure level,extended abstract level.Among them,the standard deviation of the average value at the relational structure and extended abstract level is small.In other words,the change is very small in the three years.The standard deviation of the average value at unistructural structure and multistructural level is larger than that in the other two structure levels.The proportions of the two structure levels are slightly changed from 2017 to 2019.The second part of analysis is to make statistics on the contents in the examination papers.I make the statistics on the numbers of test questions in each curriculum standard secondary theme the knowledge points belonged.After analyzing the knowledge levels,the following conclusions are obtained:(1)The knowledge level has a certain connection with the scientific contentrequired by the curriculum standards.The unistructural and multistructural levels test questions involve more secondary themes,which are mechanical motion and force,sound and light,and electromagnetic energy.The relational level test questions content are more about mechanical motion and force,electromagnetic energy.Extended abstract level test questions' content involve mechanical movement and force,energy and sustainable development,electromagnetic energy.(2)The knowledge level in the examination has a certain relationship with the cognitive level required by the curriculum standards.The unistructural level and multistructural level test questions are mostly ‘understanding” and “knowledge”levels,and the relational level and extended abstract level test questions are mostly“knowing” and “understanding” levels.As a new evaluation method,SOLO Taxonomy can be used to analysis examination from the thinking operation mode of cognitive development.We can make further analyze about the knowledge of the test questions and students' thinking process,analyzing and solving problems abilities,and the sense of innovation,which are needed for students to participate in senior high entrance physics examination.Based on the analysis above of the senior high entrance physics examination questions,the suggestions for teaching are as follows: teachers pay attention to students to master physics breadth of knowledge at the same time,teachers should attach importance to students' comprehensive application of multi-knowledge.Students should observe and understand the application of physics in production and life.It is beneficial to use the existing physics knowledge to explain the phenomena in daily life and solve the practical problems which are related to physics.