A Comparative Study Of Mathematics Test Questions In College Entrance Examination Based On The Theory Of SOLO

The college entrance examination is an important way to select talents in our country.The level of its selection is related to the quality of higher education and the quality of the cultivation of national innovative talents.As its carrier,the college entrance examination paper has attracted much attention.The new college entrance examination reform points out that it is important to examine the students’thinking process,while SOLO theory divides the thinking structure according to the"Structure of the Observed Learning Outcome".If it is applied to the college entrance examination questions,the test questions can be divided into different levels according to the thinking structure,and the test questions at different thinking levels represent the examination of students’thinking ability at that level,Therefore,based on the theory of SOLO,this paper conducts an analysis and comparative study of the national college entrance examination mathematics papers in 2021 and 2022,with a view to providing concrete and implementable suggestions for the college entrance examination mathematics test question system and teacher education and teaching.Firstly,based on the theory of SOLO and the criteria for dividing the thinking level of the test questions in the existing research,the criteria for dividing the thinking level of the test questions that meet both the old and the new college entrance examination papers are formulated.The criteria are divided into five levels:unistructural（U）,low multistructural（M₁）,high multistructural（M₂）,relational（R）and extended abstract（E）.In particular,the division principle of multiple topics and"one question with multiple solutions".Secondly,analyze the thinking structure and knowledge content of each set of test papers,and carry out comparative research from both horizontal and vertical angles.Use SPSS software to conduct quantitative analysis of the data,and get the following conclusions:（1）The proportion of test questions in the new college entrance examination volume I and II with high multistructural,relational and extended abstract is higher than that in the national A and B volumes;（2）The"Function"and"Geometry and Algebra"modules have a comprehensive coverage of the test questions.The"Statistics and Probability"module mainly focuses on the test questions at the multistructural,while the"Preliminary Knowledge"module mostly has a unistructural;（3）The thinking level of the test questions of each volume type has its own focus,but the overall trend is"low starting point,multiple levels,high drop";（4）The test situation pays attention to the connection with mathematics culture,mathematics history,daily life,interdisciplinary and other aspects,and attaches importance to the cultivation and investigation of students’core literacy.Finally,the following suggestions and implications are drawn from the three dimensions of test question preparation,teacher teaching and student learning:（1）Preparation of test questions:improve the balance and comprehensiveness of the thinking level of test questions;Pay attention to the ordering of open test questions.（2）Teacher teaching:apply the theory SOLO to teaching practice;Develop the teaching situation reasonably.（3）Students’learning:pay attention to the"accumulation of quantity"and"application of quality"of knowledge;Develop good thinking habits...