Research On Junior High School Students’ Cognitive Level Of Linear Function Based On SOLO Classification Theory

In the stage of mathematics education in junior middle school,the content of linear function plays an important role in students’ learning of other functions,so it is of great significance to study students’ understanding of linear function.Traditional learning evaluation focuses on quantitative evaluation and lacks confrontational evaluation.Therefore,the evaluation of students is one-sided,while SOLO classification theory focuses on qualitative evaluation,which just makes up for the deficiency of traditional evaluation.Under the guidance of Biggs’ SOLO classification theory,this paper compiled the evaluation standard of first-order function understanding level and test paper,and conducted a survey on the students of a middle school in Zhangzhou city.The students’ comprehension level of linear function was qualitatively evaluated by the students’ answering process.Besides,it analyzes students’ understanding of the knowledge of first order function,finds and analyzes the problems,and puts forward teaching strategies for the problems.The research results of this paper are as follows:In general,the cognitive level of primary function of junior middle school students is in the medium level,and level 3（multiple structure level）is the highest,reaching 43.4%.This is followed by 27.9% at level 2（single structure level）.From the analysis on grade,ninth grade students’ awareness of a function level and eighth grade students’ have significant differences,and ninth grade students in cognitive level on a function is better than that of grade eight students.Through independent sample t-test analysis,there is no differences in concept of a function,and the main difference is in images and nature of a function and a function application.From the perspective of gender,there is no significant difference between male and female on the cognitive level of primary function,but each has advantages at each level.According to the answers and interview results of the test paper,it is concluded that there are four factors affecting the students’ cognitive level of the first function,which are mainly the poor mastery of the first function knowledge,the lack of students’ application of mathematical ideas,the weak ability to understand mathematical problems,and the improper learning attitude.In view of the above problems,the following strategies are put forward: pay attention to the internal relationship between the first function knowledge,the infiltration and cultivation of mathematical thinking and methods,and the cultivation of mathematical reading ability as well as develop good mathematical learning habits.