Research On Mathematics Questions In Jinan Middle School Entrance Examination Based On Structure Of The Observed Learning Outcome Theory

With the continuous promotion of the new curriculum reform,exam reform has become a focus of social attention,and the evolution of exam question thinking structure is of utmost importance.Therefore,the evaluation research of exam question thinking has important significance.In 2018,Jinan City carried out a large-scale reform of the middle school entrance examination,with significant changes in math test questions in terms of question types,knowledge fields,scores,etc.,which had a significant impact on students’ learning activities.This article is based on the SOLO classification evaluation theory and constructs a SOLO evaluation table for high school entrance examination mathematics questions.Using the 2013-2022 Jinan high school entrance examination mathematics questions as the research text,the hierarchical division of the question thinking structure is carried out to reveal the development characteristics and evolution laws of the question thinking structure,and to examine the changing trends of students’ thinking levels.By conducting a SOLO hierarchical analysis of each question in the middle school entrance examination mathematics test in Jinan in the past decade,the following conclusions are drawn:1.In terms of question types,there are three fixed examination questions:multiple-choice questions,fill in the blank questions,and answer questions.Among them,multiple-choice questions have moderate requirements for students’ thinking and show a relatively gentle development trend;Filling in the blank questions reduces the thinking requirements for students;Answering questions increases the thinking requirements for students,thereby enhancing the differentiation and difficulty of the test questions.2.In terms of different knowledge fields,the examination of the thinking levels in the fields of numbers and algebra,and graphics and geometry is comprehensive.The thinking requirements in the fields of numbers and algebra are mostly at the M level,while the thinking requirements in the fields of graphics and geometry are higher.The level of thinking in the fields of statistics and probability has obvious regularity,and the requirements for test question thinking are relatively low.The field of synthesis and practice is the key to improving the differentiation of test questions.Emphasis is placed on examining E-level questions,which enhances the overall SOLO level of test questions.3.On the whole,the thinking structure of the mathematics test questions in the Jinan high school entrance examination is distributed at various levels of SOLO.The test questions before and after the reform have their own development characteristics,and the evolution trend tends to be stable.Before the reform,emphasis was placed on examining exam questions at the M level,with moderate requirements for students’ thinking skills;After the reform,the test questions intentionally narrowed the gap between the four levels of SOLO,making the thinking structure of the test questions more reasonable,highlighting the "ability intention",and caring about students’ innovation ability and comprehensive application ability.This study is based on the "New Curriculum Standards" and provides some insights for teachers’teaching,students’ learning,and exam questions through statistical analysis of the thinking development of middle school entrance examination questions in Jinan.