| SOLO classification hierarchy theory is an observable learning outcome structure that can judge the level of students’ thinking level based on their answers to a question.As a new evaluation method,SOLO classification theory analyzes the test questions from the thinking operation mode of cognitive development,which can more deeply analyze the knowledge,thinking process,ability to analyze problems and solve problems,and innovation consciousness.This paper takes the first,second and third batches of college entrance examination questions in the provinces of the new college entrance examination reform as the research object,and analyzes the SOLO level examination of the college entrance examination questions under the background of the new college entrance examination combined with SOLO classification theory,so as to provide a certain reference for the further reform of the college entrance examination.The main conclusions consist of the following parts:(1)Based on the "Course Standard" and referring to the high school physics textbook,the author sorted out the "Detailed List of High School Physics Knowledge Content".Based on the SOLO classification hierarchy theory,the physics questions of the college entrance examination in various provinces and cities in the reform area of the new college entrance examination from 2020 to 2022 are studied and analyzed,and each question is divided into single-point structure level,multi-point structure level,association structure level and abstract extended structure level from low to high.(2)By sorting out and analyzing the proportion of physics questions at each level in the reform areas of the new college entrance examination from 2020 to 2022,it is concluded that the proportion of single-point structural level questions is generally concentrated between 20% and40%,the score proportion of multi-point structural level questions is mainly between 10% and 30%,the score of related structural level questions accounts for the most,the proportion is between 40% and 60%,and the proportion of abstract extended structural level is the lowest of the four hierarchies,the proportion is between 0% and 15%.The proportion of scores in the SOLO classification level is from high to low,which are associative structure level,single-point structural level,multi-point structure level,and abstract extended structure level.(3)Through statistical analysis of the knowledge content examined by different levels of test questions,the following conclusions are obtained:(1)The secondary topics involved in the single-point structure level test are mainly circuits and their applications,interaction and the law of motion,mechanical motion and physical models,mechanical energy and its conservation laws and atomic nuclei and other related knowledge,mainly in the form of multiple-choice questions and experimental questions.Students only need to recall a knowledge point to solve the problem,for students to be lower,corresponding to the cognitive level in the "course standard" "understanding" and "understanding".(2)The multi-point structure level test questions mainly involve mechanical motion and physical model,mechanical energy and its conservation law,circuit and its application,and interaction and motion law.Questions at this level mainly appear in the form of multiple-choice questions and calculation questions.The problem situation is simple,involving two or more isolated knowledge.Students need to recall a number of independent knowledge content,don’t need complex thinking.The cognitive level of this level of questions is generally "understanding","understanding" and "knowing" level.(3)The number of secondary topics examined by the related structure level questions is the most,mainly including the law of interaction and motion,mechanical energy and its conservation law,magnetic field,and curvilinear motion and universal law.Among them,Newton’s laws of motion are one of the most studied knowledge contents,often combined with mechanical motion and physical models,curvilinear motion and the law of universal gravitation,magnetic fields and electrostatic fields.The examination form of the related structure level test questions is not fixed,and it is involved in multiple-choice questions,experimental questions and calculation questions,which has high requirements for students,and tests students’ inductive reasoning ability and comprehensive application ability.The cognitive level of the questions at this level is generally "understanding" and "application".(4)The Abstract Extended Structure question covers the least of the four hierarchies,mainly involving magnetic fields,mechanical energy and its conservation laws,interaction and motion laws,and collisions and conservation of momentum.Questions at this level generally appear in the form of multiple-choice questions or calculation questions in the form of finale questions,with multiple physics and multiple movements as the background,involving two or more related knowledge content,testing students’ ability to analyze and solve problems and knowledge transfer ability.The requirements for students are extremely high,the cognitive level of this level of questions is generally at the "understanding" and "application" level,than the associated structure level requirements,more difficult.According to the research of statistical analysis,suggestions are made on the question proposition system: Firstly,ensuring the comprehensiveness of the test questions,and reasonably arranging the proportion of SOLO structure levels;Secondly,focusing on students’ comprehensive use of physics knowledge,highlighting the R level;The following suggestions are put forward for the implementation of physics teaching: Firstly,grasping the basic knowledge,highlighting the key content,and consolidating the U-level test questions and M-level test questions;Secondly,cultivating students’ ability to comprehensively apply knowledge and breaking through R-level test questions;Thirdly,cultivating students’ reasoning capabilities and transfering knowledge skills,and challenging E-level test questions. |
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