Research On High School Mathematics Classroom Teaching Based On SOLO Classification Theory

Classroom teaching is an effective way to improve students’ mathematical literacy and ability,and teaching evaluation is an important part of classroom teaching.With the vigorous development of China’s education,classroom teaching evaluation has become a hot topic related to the education department,mathematics education researchers and front-line teachers.In front-line mathematics classrooms,there are many problems with teachers,and the main problem is that they pay little attention to the level of students’ thinking.SOLO classification theory is a qualitative evaluation method characterizes and studies the quality of student learning.This theory evaluates the quality of learning through the complexity of students’ reaction results in their thinking structure.First,based on studying the classification theory of SOLO classification theory and combining with the curriculum standards,the author constructs the SOLO evaluation objectives of classroom teaching process and the SOLO evaluation criteria of students’ learning results.Second,the SOLO evaluation objective of the classroom teaching process is used to fully analyze the eight classroom teaching cases.It is found that the teaching goal set by teachers is consistent with the evaluation goal.In the teaching process,students’ thinking level changes from single point structure to multi-point structure and finally to relational structure,presenting a spiral rise.At the same time,the following shortcomings are found in classroom teaching:(1)teachers gave simple concepts and conclusions directly;(2)there were too many single-point structure questions,which limited students’ effective thinking;(3)the blank time is too short.Then,using the test questions on the Determination Theorem of the Perpendicularity of Lines and Planes and the Determination Theorem of the Perpendicularity of Planes as examples,the students’ performance in answering the questions was analyzed one by one using the SOLO assessment criteria for student learning outcomes.It is found that the achievement rate of the single-point structure level and multi-point structure level questions is ideal,about 60% of students can complete the related structure questions,and less than 10%of students can complete the abstract extended structure level questions.Through the interviews,the students’ problems in the process of solving the problems are as follows:(1)poor grasp of basic knowledge and difficulty in forming a network;(2)insufficient spatial imagination;(3)insufficient comprehensive application ability;(4)intimidation of geometric content.Finally,the author provides relevant teaching suggestions:(1)focus on the process of forming the initial basic knowledge of three-dimensional geometry;(2)change the traditional teaching methods;(3)pay attention to students with different levels of thinking.