| Set is the cornerstone of high school mathematics.Its concepts and methods are through the study of high school mathematics.It is an effective tool that can help students abstract definitions and laws from practical applications.However,the abstract thinking ability of the new senior high school students is still weak.Through the research on the requirements of the Course Standards and the SOLO classification theory,we can understand the current situation of the students’ collective knowledge understanding level in senior one,and combine the interview results of teachers and students,explore the factors that affect the students’ collective knowledge understanding level in senior one,and put forward some effective teaching suggestions based on the data analysis results,which will be of great significance to improve students’ learning effect.First of all,I have studied a large number of documents and books about sets and SOLO classification theory to understand relevant theoretical knowledge.Then,it analyzes the content of the textbook and the requirements of the General High School Mathematics Curriculum Standard(2017)on the collection,and understands the key points and difficulties in the collection teaching.Then,with the help of the front-line teachers and tutors,the classification standard and test paper of the collective knowledge understanding level were prepared,and the collective knowledge understanding level test was carried out for 300 senior high school students from two public schools in Ganzhou,Jiangxi Province,and the data of the collected test paper were processed and analyzed by Excel and SPSS software,Understand the current situation of the students’ understanding level of set knowledge in senior high school:(1)Generally speaking,the mastery of the concept and representation of set is better than the simple application of set,and the basic relationship of set is the weakest;(2)From the perspective of all dimensions,the understanding level of the concept and its representation of the set of senior one students is 1.3% at the P-0 level,7.0% at the U-1 level,52.7% at the M-2 level,and 39.0% at the R-3 level.It can be seen that the number of high school students who have the highest level of understanding of the concept of set and its representation is higher than the level of M-2;The understanding level of the basic relationship of the high school students’ collection is 1.3% at the P-0 level,16.7% at the U-1 level,57.0% at the M-2 level,and 25.0% at the R-3 level.It can be seen that the number of senior one students who have the highest level of understanding of basic relationship than M-2 is the highest;The understanding level of the basic relationship of the high school students’ collection is 1.3% at the P-0 level,16.7% at the U-1 level,57.0% at the M-2 level,and 25.0% at the R-3 level.It can be seen that the number of senior one students who have the highest level of understanding of basic relationships than the M-2 level is the highest;The understanding level of the simple application of the set of senior one students is 8.3% at the P-0 level,21.0% at the U-1 level,34.7% at the M-2level,22.7% at the R-3 level,and 13.3% at the E-4 level.It can be seen that the number of high school students who have the highest level of understanding of simple applications than M-2 is the highest;(3)In different types of schools,the understanding level of students in provincial level 1standard schools on various dimensions of collective knowledge is significantly higher than that of students in provincial level 2 standard schools,and the difference is significant;From the perspective of students of different genders,boys’ understanding of all dimensions of collective knowledge is slightly higher than girls’,and the difference is not significant.Then,combined with the test paper and interviews with some teachers and students,it is concluded that the main factors that affect the level of senior high school students’ collective knowledge understanding are as follows: the essence of the concept of collective knowledge is not well understood;Inadequate mastery of assembly language;The application consciousness of set theory and mathematical thinking method are deficient;Students’ adaptability and learning habits;The influence of teachers’ teaching;The overall grasp of collective knowledge.Finally,the corresponding teaching suggestions are put forward: pay attention to the explanation of the relevant concepts of set;Guide students to master the set language;Paying attention to the teaching of the application of set theory and the infiltration of mathematical thinking methods;Cultivate students’ good learning habits and stimulate their interest in learning;Changing teachers’ concepts;Design exercises reasonably. |
