The Research Of Plane Vector Learning Of Sophomore Based On SOLO Taxonomy Theory Perspective

People has begun to draw their attention on the value of applied mathematics since the second half of 20th century.Specially,being one of the most fundamental concept in mathematics,vector has gradually become a powerful tool in physics,geometry and other fields for its wide application and practicality.Vector provides an significant bridge among algebra,geometry and triangle,also possesses double properties of combining number and shape.Besides,plane vector begins to play an increasingly vital role in some field after being added into the new textbook with the reformation of new curriculum.Therefore,in this context,we motivated the proposals of students learning,teacher teaching and textbook compilation via a study on plane vector learning for senior one students.In this work,we adopted literature and investigation methods on the research.Namely,according to“the Mathematics Curriculum Standard for Common Senior High school(trial)”,the knowledge of plane vector were be divided into five dimensions through reading literature and consulting front-line teachers.Then,we worked out test papers to examine students,two pre-tests were conducted and each pre-test was conducted on 20 high school students from a secondary school in Guizhou Province,in the official test,we examined 188 senior one students from Hunan and Gansu province,including 104 in Gansu and 84 in Hunan.Additionally,we conducted statistical analysis to obtain the level of students' cognitive situation on learning plane vector based on solo taxonomy theory framework.Finally,we carried out teacher interviews and analyzed the main factors for students that affect their hierarchies on the cognitive of learning plane vector.A large number of statistical analysis for students responses had been made,as a result,subsequently following the obtained five dimensions cognitive level about plane vector knowledge:(1)The cognitive level in plane vector concept:31.4%students on the whole are at the level of relevance,and 42.6%in a higher level.(2)The cognitive level in plane vector linear operation:31.4%students in general are at the level of extended abstraction,35.6%reached the multi-structure level,and 55.3%in a higher level.(3)The cognitive level in plane vector basic theorem and coordinate representation:44.7%students are in the extended abstract level,and 68.6%reached the correlation level.(4)The cognitive level in plane vector quantity product:66.6%students reached the correlation level,but 13.3%still in a lower level.(5)The cognitive level in plane vector application:About the cognition of geometric application,50%students go beyond the level of correlation,and just a few in a lower level.In the cognition of physical application,students in a lower level account for about 30%,and students reached structure accounted for about 12.8%.Those results denote,there are problems of“valuing the operation,but despising the application”,which both in students learning and teachers teaching.Also the issue of ignoring understanding and teaching concepts included.At the end of this paper,we analyzed the main factors to affect students' cognitive level in learning plane vector,and proposed the corresponding suggestions from teachers,students and teaching materials.