Investigation On The Series Cognitive Level Of Senior High School Students Under SOLO Theory

As a special function model,series shares both similarities and differences with function,contains rich mathematical thoughts and has a major practical background.Series has a dominant status in the learning during senior high school and possesses great research values.However,along with the further advancement of new curriculum reformation,cultivation of core mathematical attainment has turned to be the focus of educators.Series learning is an important carrier to actualize the cultivation of core attainment.Traditional series learning evaluation places emphasis on quantitative evaluation but ignores qualitative evaluation.Research contents primarily include the following three aspects.Firstly,under the guidance of SOLO theory,the research establishes the evaluation standards and compiles test papers concerning series cognitive level to conduct an investigation with 337 senior high school students in different types and grades.Secondly,according to the answers of students,it makes a qualitative evaluation for students' series learning results.Eventually,the research analyzes present situations of students' series learning and proposes corresponding teaching suggestions.Research conclusions are shown as follows.1.Series cognitive level of senior high school students:(1)from the perspective of overall test respondents,the dimension of concept of series occupies the highest proportion,which is successively followed by concept of arithmetic series sum,arithmetic series summation,and concept of geometric series.Over 70% students reach R-3 level and above.(2)from the perspective of school type,low-level students mostly come from ordinary middle schools.The proportion of students at R-3 level in ordinary middle schools is above that in key middle schools.However,the overall amount of students at R-3 level in key middle schools is more than that in ordinary middle schools.Moreover,the proportion in some dimensions of key middle schools even doubles that in ordinary middle schools.(3)from the perspective of grade,after a round of review,the proportion of students at high level in Grade Three is more than that in Grade Two,in particular for students at E-4 level.(4)from the perspective of gender,there exist gender differences in arithmetic series definition & general term formula and geometric series summation.Female students have low cognitive level than male students in the two aspects.There does not have obvious gender difference in other aspects.2.Influence factors of students' series cognitive level:(1)blurred understanding about the nature of concept;(2)insufficient mastery of series mathematical thoughts and approaches;(3)deep influences of teachers' “excessive assignments tactic” under examination-oriented education environment;(4)students' learning adaptability and mathematical habits.3.Teaching instruction suggestions based on SOLO theory:(1)focus on conceptual teaching;(2)focus on mathematical principles;(3)focus on the permeation of mathematical thoughts and approaches in the teaching process and the improvement of learning abilities;(4)focus on the acquisition of series cognition and the guidance for student modeling process.This research expects to provide front-line teachers with qualitative evaluation system and measurement instrument for students' series cognitive level,improve students' series cognitive level and offer corresponding referential teaching suggestions to front-line teachers.