Analysis Of Ability Hierarchy Of Physics Test In China's College Entrance Examination Based On The Theory Of SOLO Taxonomy

In 2019,the third batch of reformed provinces announced a comprehensive reform plan for the college entrance examination.Physics has become one of the preferred subjects.The importance of physics has greatly increased,and the level of physics test questions in the college entrance examination has attracted much attention.As a qualitative evaluation method,SOLO Taxonomy provides a systematic way to describe the process of learner performance increasing in complexity.From the perspective of SOLO Taxonomy,what are the characteristics of the ability levels of physics examination questions in China's college entrance examination? In response to this core issue,three studies have been carried out.Study 1: Theoretical exploration of the ability levels of the physics examination questions in China's college entrance examination.On the basis of sorting out the ability level requirements for candidates in the physics subject of the previous college entrance examinations in China,analyzing the SOLO classification standards of student performance,and summarizing the characteristics of the existing SOLO classification standards for physics test questions,the SOLO ability of the test questions is constructed from two perspectives of experimental and non-experimental questions.Scale and give an analysis case of the test questions at each SOLO level.The non-experimental SOLO ability scale refers to the influencing factors of the difficulty of the college entrance examination physical examination questions,and distinguishes the SOLO level of the examination questions from five dimensions: the number of knowledge points,the difficulty of physical modeling,the complexity of the physical process,the novelty of the problem situation,and the complexity of the mathematical process Level: The SOLO ability scale for experimental questions distinguishes the SOLO level of the test questions based on the requirements of the college entrance examination physics syllabus for students' experimental ability and key behavior verbs.Study 2: Evaluation and analysis of the ability level of physics examination questions in China's college entrance examination.Select the national paper I physics test questions from 1978 to 2020 as the research sample.According to the important historical events in the college entrance examination reform,the 43-year college entrance examination physical test paper is divided into 6 stages,and the reliability of the evaluation tool is analyzed.After the analysis of the sample test questions,Excel software and SPSS software were used to draw SOLO level score percentage chart,SOLO level descriptive statistical table and knowledge module score percentage chart of physical examination questions in each stage of college entrance examination.The ability levels of physical examination questions in each stage were analyzed and summarized from four perspectives of the whole examination paper,knowledge module,question type structure of examination paper and test style.The results show that: the ability level of the physical examination of the college entrance examination is different,which has different degree of direction to the improvement of the students' scientific literacy;compared with the reform direction of the college entrance examination in the period,the characteristics of the ability level of the college entrance examination are delayed.Study 3: Suggestions and preparation strategies for physics examination questions in China's college entrance examination.On the basis of the first two studies,combined with existing related studies,two suggestions for writing test questions and three teaching strategies are put forward.Recommendations for writing test questions:(1)Break through the traditional test-setting method;(2)Pay attention to the comprehensiveness of the thinking level and the rationality of the distribution.Teaching strategies for exam preparation:(1)Use SOLO Taxonomy to guide teaching design;(2)Cultivate students' higher-order thinking ability;(3)Teach students in accordance with their aptitude for students' different thinking levels.