基于SOLO分类理论的小学统计开放题评价研究——以D市大规模测试为例

Assessment Research on Open-Ended Test of Elementary School Statistics Based on SOLO Taxonomy:Large-Scale Test in D City

数学开放题的有效评价是数学教育改革的重要内容.依托中国南部D市四年级学生的大规模测试数据,基于SOLO分类理论,研究结果显示:相较于“提出问题”类题,四年级学生在“提出策略”类题上的表现相对不佳;能否清晰、完整地进行数学语言的书面表述是低统计思维水平学生进阶的障碍所在,综合联系数据原有情境和基于数据进行说理是四年级学生从定量水平向分析水平进阶的困境所在;教师更好的认知激发策略有助于小学生统计思维水平的提升,尤其是对低思维水平学生而言.基于此,提出相关教学建议以期为小学生统计思维水平的提升提供启示.

Effective assessment of mathematical open-ended test questions is an important content of mathematics education reform.Based on the SOLO taxonomy,this paper takes the large-scale test data of fourth-grade students in D city in southern China as samples to deeply describe students’performance on the two categories of“pose questions”and“pose strategies”for open-ended test questions,and further explores the effectiveness of teachers’cognitive stimulation on students’statistical thinking level.Results show that:compared with the“pose questions”category,students’performance on the“pose strategies”category is slightly inferior;A clear and complete written expression of mathematical language is an obstacle for fourth-grade students with low statistical thinking levels to advance,and linking the original situation of the data comprehensively and reasoning based on the data is the dilemma for students to advance from the quantitative level to the analytical level;A higher level of teachers’cognitive stimulation can help students improve their statistical thinking level,especially for students with low thinking levels.Accordingly,relevant teaching suggestions are put forward in order to provide enlightenment for the improvement of students’statistical thinking level.