基于“问题提出”诊断与评估高中生对椭圆知识的理解
Diagnosis and Assessment of High School Students’ Understanding of Ellipse Knowledge Based on “Problem Posing”

为落实《深化新时代教育评价改革总体方案》，创新评价方式，研究以“问题提出”为评价依据，基于SOLO分类理论划分学生对椭圆知识的理解水平，帮助教师更全面地掌握学情。研究发现学生在部分椭圆知识情境中问题提出表现一般，缺乏灵活性；学生对椭圆知识的理解总体处于多点结构水平，部分学生对椭圆定义的理解存在偏差，对“焦点三角形”知识熟悉程度较低。教师在教学过程中可合理利用学生所提问题，尊重学生个体差异，促进学生全面发展。
In order to implement the “Overall Plan for Deepening the Reform of Educational Evaluation in the New Era” and innovate the evaluation method, this paper takes “problem posing” as the evaluation basis and divides students’ understanding level of elliptic knowledge based on SOLO classification theory to help teachers grasp learning situation more comprehensively. It is found that the students’ performance in problem posing in partial elliptic knowledge situation is not good and lacks flexibility. Students’ understanding of ellipse is generally at the level of multi-point structure, some students’ understanding of ellipse definition is wrong, and they are not familiar with “focus triangle” knowledge. In the teaching process, teachers can make reasonable use of the questions raised by students, respect the individual differences of students, and promote the all-round development of students.