| The SOLO (Structure of the Observed Learning Outcome) Taxonomy is a modelproposed by John B. Biggs and K. Collis to describe levels of increasing complexity instudent’s understanding of subjects. Speaking of the significant discrepancy between ourcurrent teaching content, methods and those from abroad, we largely apply the quantificationevaluation, which focuses on knowledge rather than learning ability while scoring students’performance, in such way that students’ thinking ability cannot be efficiently evaluated. Uponintroduction, broad attention has been paid to the SOLO Taxonomy, which by contrastfocuses on evaluating and improving students’ thinking ability. Nevertheless, the applicationof the SOLO Taxonomy in our English teaching is still at its starting stage, during whichlarge amount of research and practice is needed to fully explore its value. In this paper, theauthor gave a brief introduction to the SOLO Taxonomy as well as its application in severalsubjects, focusing on the evaluation of its application in the teaching of middle schoolEnglish writing. Based on the SOLO Taxonomy, the author applied a new teaching methodaiming to more efficiently improve the English writing ability of middle school students.According to the results of the research, the SOLO Taxonomy can be used to efficientlyevaluate students’ overall levels. The SOLO Taxonomy-based, target-oriented teaching andtraining ideally suits the philosophy of the new syllabus, and has positive effects onstimulating students’ learning potentials, improving their English writing abilities whilehelping teachers to improve teaching methods and increasing teaching efficiency. As theauthor pointed out, however, problems will still come up during application of the SOLOTaxonomy due to its own restriction factors as well as other intrinsic and extrinsic factors. Inthis regard, we together need to work out more efficient strategies to make the SOLOTaxonomy fully serve our teaching and improve students’ overall qualities. |
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