Investigation On The Understanding Level Of Mathematical Knowledge Of High School Students Under SOLO Theory

The 2017 edition of the "High School Mathematics Curriculum Standards" clearly emphasized that evaluation must not only focus on the results of learning,but also on the process of learning,so process evaluation cannot be ignored.SOLO classification theory is a qualitative evaluation method characterized by hierarchical descriptions,and it can provide a general template for evaluating students' thinking level,so teachers can conduct procedural evaluation based on SOLO classification theory.It is well known that circle is the basic content of plane analytical geometry.Due to the particularity of circle knowledge,most teachers neglect the teaching of circle,which brings difficulties to students' deep understanding and problem solving.Therefore,it is of practical significance to investigate the understanding level of senior high school students' knowledge based on the SOLO classification theory.First of all,the thesis uses the literature analysis method to comprehensively sort out the relevant literature of SOLO classification theory and circles.Secondly,based on the SOLO classification theory,one understanding level hierarchy table about circle and equation has been developed,and a set of test papers with hierarchical gradients have been adapted.The test paper method and case analysis method have been used to grasp the status of students' understanding of circle knowledge.Then,through interviews and surveys,we further distinguished between easy points and difficult points from the perspective of teachers and students.Finally,the five levels of thinking understanding of SOLO classification theory are divided into three stages of the learning and development process,and the influencing factors of each stage of learning and development of students are analyzed in detail and corresponding countermeasures are proposed.Research shows that students' overall understanding of circle knowledge is at a medium level,and the understanding level of most students needs to be improved.The analysis results show that the students at the low level of thinking have poor grasp of knowledge and vague impression for the origin of the definition;the students at the middle level of thinking have over-repeated practice and lack of substantial understanding;the students at the high level of thinking have rigid problem-solving thinking and lack of reflective spirit.Based on this,this thesis constructs corresponding countermeasures,that is,students at the low level of thinking need to pay attention to basic knowledge and grasp the core content;students at the middle level of thinking need to strengthen knowledge connections and penetrate mathematical thinking methods;students at the high thinking level need to focus on personal ability development and improve mathematical literacy.