The Study Of Evaluation Of 8^th Grade Students’ Problem-Solving Ability Of Mathematics Open-ended Questions

The learning of mathematics open questions can cultivate students’ abstract ability,reasoning ability,application awareness and innovation awareness,which is closely related to the core literacy proposed in the new curriculum standard.The learning of open questions can also help students of different levels to get different development,and further promote different people to get different development in mathematics.Therefore,the problemsolving ability of mathematics open questions has become an important part of evaluating students’ mathematical learning level,but front-line workers cannot find appropriate tools and standards in the actual evaluation process.As a relatively mature evaluation system,SOLO classification evaluation theory can divide students’ ability to solve open problems,quantitatively describe and evaluate students’ individual problem-solving level,so as to play the role of evaluation in education.Start with the following three questions to analyze the level of 8th grade students’ open math questions.Question 1:What are the mathematics open ended problems in the Grade 8 Mathematics textbook in Sujiao Edition?(1)What is the distribution of math open questions in the course?(2)How are the math open questions in the course classified?Question 2:What is the distribution of mathematics open questions in the middle school entrance examination in Nanjing in the past five years?Question 3:What is the academic level of grade 8 students in mathematics open questions?This study mainly uses literature analysis,paper-and-pencil test and interview survey to start from the eighth grade mathematics textbook of the Jiangsu Teaching Edition,count the number and proportion of open questions in the textbook,analyze the distribution of mathematics open questions in different columns and fields in the teaching process,and understand the necessity of mathematics open questions in the textbook.Then,the open questions that appeared in the examination questions in the past five years were counted,and the proportion of open questions in different question types and the distribution in different fields in the unified academic level test were analyzed.According to the analysis results of the open questions in the textbook,there are similarities and differences between the two.Finally,a paper-based test of the math open-ended question level of eighth graders is conducted.Based on SOLO classification theory,the ability of grade 8 students to solve open questions was evaluated.Understand whether there is a contradiction and correlation between students’problem-solving ability,the teaching objectives of the textbook,and the requirements of the test questions for students,which has a guiding effect on daily teaching and learning.The study found that the proportion of open questions in the example and practice parts of the eighth-grade textbook was small,and there were more open questions in the review and practice columns,among which the open questions in the graphics and geometry part accounted for the largest proportion,and the number and algebra part accounted for the least,and the overall part was more balanced.In the past five years,there have been a total of 1 6 open questions in the Nanjing Mathematics Middle School Examination Paper,accounting for 1 1.9 of all questions It can be seen that mathematics open questions are a necessary question type in selective examinations,so that sufficient attention can be paid to the diversity and difference of the subject’s thinking.Among them,the number of open questions in the field of graphics and geometry is the largest,accounting for the highest proportion;The field of probability and statistics is second;The field of numbers and algebra has the lowest number of open questions and the lowest proportion.In contrast,the number of open questions is not high overall,and most of them appear in the graphics and geometry part.Judging from the results of the paper and pencil test results,most of the students are at the level of multi-point structure and the level of association structure,and the level of open questions is at the middle and upper level.Finally,through research,it can be seen that SOLO classification evaluation theory,as a scientific evaluation tool,is operable in front-line work,and the overall level of open questions of eighth grade students is high.The level of open-ended questions of students is independent of gender or academic level.Through the above research and analysis,it is recommended that front-line teachers determine teaching methods based on front-side analysis when teaching;Based on goal orientation,design open questions;Conduct multiple evaluations based on capacity development.