Investigation And Research On The Cognitive Level Of Derivatives Of High School Students Based On SOLO Theory

Derivative is the core of Calculus,the basic method of studying function property,and the basic tool of solving practical problems.It plays an important role in high school mathematics and college entrance examination.Students’ cognition of derivative can be divided into different levels,and the level and difference of students’ cognitive level affect teachers’ teaching and Self-study.The traditional examination evaluation focuses on quantitative results,while the SOLO classification evaluation theory provides a method to evaluate the learning quality of students.It is very important to investigate and study students’ derivative cognition level for qualitative evaluation of students’ derivative learning.Taking this as an opportunity,this paper Investigates Senior High School Students’ derivative cognitive level based on SOLO theory,and analyzes the main factors affecting senior high school students’ derivative cognitive level.Using test paper and interview outline as tools,according to SOLO theory,divide the cognitive level of derivative and assign values to students,analyze the status quo of students’ cognitive level of derivative with SPSS software,and then interview the teachers and students,the main influencing factors were analyzed.The conclusions are as follows:（1）The cognitive level of derivative operation is the highest,the next is concept,and the cognitive level of derivative application is the lowest,and there is a significant positive correlation between them;（2）In the concept of derivative,more than half of the students are at the level of multiple structure or correlation structure,and lack the understanding of the relationship between the average rate of change and the instantaneous rate of change and the limit thought;（3）In the derivative operation,most of the students are at the level of correlation structure or extended abstract structure.The main problem is to confuse the multiplication and division algorithm and neglect the derivation of the inner function of the Composite Function;（4）The derivative application aspect,the student cognition level distribution is scattered,the abstract logic ability and the thought flexible transformation consciousness needs to enhance;（5）There is only significant difference between male and female students in the application of derivative.The cognitive level of derivative in the whole experimental class is higher than that in the key class and that in the key class is higher than that in the ordinary class;（6）The main factors influencing senior high school students’ derivative cognition include abstract concept,students’ thinking mode,fear of difficulty and teachers’ cognitive evaluation.Based on the above conclusions,eight teaching suggestions are put forward:（1）Stress the essence of concept,strengthen the thought of limit,deeply understand the connotation and extension of the concept of derivative;（2）Combined with information technology,intuitive perception of movement,to solve the problem of derivative cognitive impairment;（3）Using Mind Map to construct network system and reduce the cognitive load of students’ derivative learning;（4）The method of generality and generality can give prominence to mathematical thought and improve the ability of solving the problems of derivative synthesis;（5）Cultivate the spirit of reflection,divergent students thinking,constantly update and improve the derivative cognitive structure;（6）Set problems reasonably,enhance students’ confidence and overcome the negative emotion of solving derivative problems;（7）The implementation of teaching students according to their aptitude,to meet the needs of students,to solve the significant differences;（8）The innovation process appraisal,promotes the depth study,enhances each level student derivative cognition level step by step.