Research On The Evaluation Of Ability Structure Examination In Mathematics Test Questions Of Middle School Entrance Examination

The high school entrance examination has a crucial impact on society,schools,families,and students,and is the main evaluation method that determines the graduation diversion of students.It is particularly necessary to conduct research on the mathematics test questions in the middle school entrance examination.SOLO classification theory has the advantage of evaluating test questions from a "qualitative" perspective,so it has played an important role in the research of college entrance examination questions in recent years.Many researchers have broken the tradition of using this theory to study open test questions and used it to analyze closed test questions in various subjects.This study applies the SOLO classification theory to the analysis of Yangzhou’s high school entrance examination math questions,hoping to understand the distribution rule and comprehensive difficulty of the ability structure of the high school entrance examination math questions,and obtain teaching inspiration on this basis,providing suggestions to teachers and students,as well as providing a new research path for test analysis.This article analyzes the distribution characteristics of the ability structure of Yangzhou’s 2015-2022 high school entrance examination math test questions.First,it formulates the criteria for dividing the SOLO level of the test questions,and conducts research on the test questions from three aspects:the overall test questions,different knowledge modules,and the score of the test types.The following conclusions and suggestions are obtained.From the overall analysis of the test questions,the 2015-2022 test questions are mainly based on the Multistructural level,followed by the Unistructural level.Each year,the exam questions focus on examining students’ mastery of the basic mathematical knowledge and the simple connection between knowledge.From the analysis of different knowledge modules,the number and formula,statistics,and probability knowledge modules aim to examine the students’ mastery of basic mathematical knowledge,with low requirements for thinking level and low difficulty.The changes in functions and graphics module test questions are difficult and require high levels of students’ thinking.The nature module of graphics not only aims at examining students’ simple connection between single basic knowledge and knowledge,but also needs to flexibly use the deep connection between knowledge points to answer questions.The remarkable feature of this module is that basic knowledge and thinking ability are both emphasized.From the point of view of the score analysis of the question type,most of the choice and fill in blank questions cover the Unistructural level and the Multistructural level,with the two levels accounting for the highest score,mainly testing the students’ mastery of basic knowledge,with low difficulty.The proportion of answer questions is the largest,and the proportion of test questions that reflect Multistructural level is the largest in this type of question.However,most of the test questions that reflect the Relational level and Extended level are also included in the answer questions every year.This part of the test questions is relatively difficult,and it is a type that emphasizes both basic knowledge and thinking ability.Finally,based on the research conclusions of the test questions,some teaching suggestions are proposed:in education and teachingbasic mathematical knowledge should be consolidated;Infiltrating mathematical thinking methods;Train mathematical problemsolving thinking.