Research On Chongqing Middle School Entrance Examination Mathematics Paper Based On SOLO Classification Theory

In 2018,the Education Commission issued the junior high school academic level examination policy of "two examinations in one",which caused many changes in the question ability structure of the mathematics test paper of the Chongqing Middle School Entrance Examination.Chongqing Middle School Entrance Examination is divided into joint enrollment area and non-joint enrollment area,and A and B papers are taken respectively.A good evaluation of the ability structure of the middle school examination questions can provide a reference for teachers’ teaching and propositions.Through reviewing the materials and studying the mathematics paper of the Chongqing Middle School Entrance Examination,it was found that there was no obvious difference in the question ability structure of the A and B papers.Therefore,taking the 2015-2022 Chongqing Middle School Entrance Examination Mathematics B volume as the research object,based on the SOLO classification theory and the curriculum standards,the research on the ability structure of the test questions is carried out.According to the thinking level shown by students when solving the test questions,the SOLO level of the question ability structure of the middle school mathematics paper is divided into single-point structure level(U),multi-point structure level(M),association structure level(R),and abstract extended structure level(E).Based on this,taking 2018 as the reform time node,4 sets of examination papers from 2015 to 2018 were used as research materials before the reform,and 4 sets of examination papers from 2019 to 2022 were used as research materials after reform,and the data statistics and analysis of 8 sets of examination papers from 2015 to 2022 were first carried out from the three dimensions of examination paper as a whole,knowledge field and question type.The distribution differences of the ability structure of the test paper before and after the reform were analyzed,and their evolution law was explored.Through research,it is found that the mathematics B volume of Chongqing Middle School Entrance Examination has the following characteristics after the reform:(1)The distribution difference of the overall question ability structure of the test paper at different SOLO levels becomes smaller,and the proportion of question scores at each level tends to be stable,and the overall requirements of the test paper on the students’ thinking level are not high.(2)The difference between the SOLO hierarchical distribution in the field of number and algebra becomes larger in the ability structure of the paper,the difference in the SOLO hierarchical distribution in the field of graphics and geometry and synthesis and practice becomes smaller,and the SOLO hierarchical distribution in the field of statistics and probability does not change significantly.In the fields of numbers and algebra,graphics and geometry,statistics and probability,synthesis and practice,the requirements for students’ thinking levels are: highest level,high level,intermediate level,intermediate level.(3)There was no significant change in the SOLO hierarchical distribution in multiple-choice questions and fill-in-the-blank questions,and the difference in SOLO hierarchical distribution in solution questions became smaller.The requirements for students’ thinking levels in multiple-choice questions,fill-in-the-blank questions,and solution questions are: low-level,medium-level,and highest-level.Based on the above research conclusions,targeted suggestions are put forward for the teaching of mathematics teachers in Chongqing: for the teaching of concept courses,attention should be paid to setting up multi-level exercises and constructing the connection between new and old knowledge;For the teaching of exercises,attention should be paid to controlling the quality of exercises,linking with the reality of life,etc.,so as to achieve good teaching results.