Assessment Research On Understanding Level Of Newton’s Laws Of Motion Of Senior High School Students Based On SOLO Classification Theory

With the development of the new curriculum reform,physics learning evaluation has become an important subject that physics educators pay more and more attention to.It is of great theoretical value and practical significance to measure and evaluate students’ thinking structure in the process of problem solving by using physics teaching evaluation tools,which can feedback students’ understanding and mastery of knowledge,find out the problems existing in the process of physics learning,and implement the concept of promoting students’ learning and improving teaching through evaluation.Based on this,with the help of SOLO classification theory and Piaget’s cognitive development stage theory as the basis,this paper uses literature method,test method and interview method to conduct the following research: First of all,I compiled the Test Volume of Understanding Level of Newton’s Laws of Motion by myself to test students in senior one who had learned Newton’s Laws of motion.The students were graded according to their answers,and the Excel software was used to make statistics and analysis of the overall situation of the test,so as to know whether students could reach the understanding level required by the curriculum standards.At the same time,combined with the case analysis of students at different levels of understanding characteristics and obstacles,further through SPSS21.0 software analysis of gender,inter-school understanding level differences,as well as learning Newton’s law of motion between different dimensions of the correlation.Secondly,based on the test results and possible problems in the teaching and learning process,typical students and teachers are interviewed to analyze the factors that affect students’ understanding of Newton’s laws of motion.Finally,some teaching suggestions are put forward to improve students’ understanding of Newton’s laws of motion.The main conclusions of the research are as follows: First,the overall characteristics of students’ understanding level: The number of students in senior high school who have a high understanding of the comprehensive application dimension of Newton’s second Law and Newton’s Law of motion is more,while the number of students in senior high school who have a low understanding of Newton’s first Law and Newton’s third law accounts for the majority,and the number of students in senior high school whose understanding level of the four dimensions meets the requirements of the course standard accounts for a small part.They account for 10.3%,36.8%,5.9% and 41.6% of the total number of students respectively,which shows that most students in senior One have a low understanding of Newton’s laws of motion.Second,from the perspective of difference,there is a significant difference in the understanding level of the comprehensive application of Newton’s first law,Newton’s second Law and Newton’s Law of motion,but no significant difference in the understanding level of Newton’s law of motion of male and female students.Thirdly,from the perspective of correlation,students’ understanding level of comprehensive application of Newton’s second Law and Newton’s Law of motion is significantly correlated,while the understanding level of Newton’s first law and Newton’s Third Law is low correlation or weak correlation with the other two dimensions.Fourthly,the internal factors that affect students’ understanding level include students’ attitude and habit of learning physics,methods of learning physics,structure of physics knowledge in mind and thinking characteristics,while the external factors include the abstractness of physics knowledge itself,negative transfer of mathematics,changes of learning environment,and influence of peers and teachers.Aiming at the current situation of students’ understanding level of Newton’s laws of motion in senior one,this study puts forward the following teaching suggestions:Implement stratified teaching for students with different understanding levels;Classroom teaching continuously permeates and strengthens model consciousness;Set an example to drive learning and create an independent learning atmosphere;From life into the classroom,from the classroom back to life;Deep integration of information technology and classroom teaching;Timely feedback learning results,adopt diversified evaluation methods.