Research On Geography Instructional Designs In High Schools Based On The SOLO Taxonomy Theory

Geography is a cross-disciplinary discipline that integrates social sciences and natural sciences.It has typical regional and comprehensive characteristics.In the art subjects of high schools,geography is more difficult than other subjects,and geography knowledge involves a wide range.At the same time,with the implementation of the new curriculum reform and the implementation of the new project about college entrance examination,it has prompted the transformation of the focus of geography studies in high schools.The concept of core literacy of geography disciplines has catalyzed the trend of moving the material knowledge to the practical application.This is a test of the students' level of thinking and quality of thinking.For this reason,in high schools,geographical instructional objectives centered on the cultivation of students' geographical thinking quality should be actively reflected and effectively implemented in ordinary instructional designs and classroom teaching.The SOLO taxonomy theory is just such a theory.It guides instructional designs from the perspective of students' thinking development.This kind of instructional design is more in line with the level of students' thinking development.However,there are many researches on the instructional designs based on the SOLO taxonomy theory,there is a lack of empirical research on the geography instructional designs in high schools.There is still a weak point in the fusion of theory and practice,so it needs to be further explored.This study is mainly under the guidance of the new curriculum concept,using the SOLO taxonomy theory as the main theoretical support,through the literature analysis method,the questionnaire method,the teaching experiment method,the individual interview method and the mathematical statistics method,combined with specific practical teaching.The research on the validity and scientificity of SOLO taxonomy theory geography instructional designs in high schools provides reference and guidance for the teaching practice of frontline high school geography teachers.The specific study is as follows:Firstly,through collecting nearly ten years of literature,summarizing and comprehending the research background about geography instructional designs in high schools and classroom teaching based on the SOLO taxonomy theory,which is in order to look for the origin of the SOLO taxonomy theory and more relevant theories to be supported.In the first part of this paper,it includes these contents,such as defining the relevant concepts of instructional designs,coming up with research issues,research hypotheses,and significances of the research.Secondly,how to use SOLO taxonomy theory to guide the systematic analysis of geography instructional designs in high schools,from analysis of geography teaching materials,development of geography teaching's starting points,determination of geography teaching objectives,selection of geography teaching methods,optimization of classroom questioning methods and evaluation of student geography.Through elaborating each aspect of those theoretically,and establishing a general model of geography instructional designs based on the SOLO taxonomy theory,it paves the way for the next instructional designs and teaching experiment.Thirdly,taking the “Shaping of Earth Surface” in Chapter Four of the Pedagogical Senior High School Geography as an example,which is compulsory course 1.The SOLO taxonomy theory was integrated into the whole process of geography instructional designs.Two SOLO instructional designs,geographical pre-test and geographical post-test were written.Questions and post-geography test questions demonstrate the specific forms of high school geography instructional designs under the guidance of the SOLO taxonomy theory.Fourthly,through the comparison of experimental methods,teaching experiments were conducted to verify the validity and scientificity of instructional designs and implementation of classroom teaching based on the SOLO taxonomy theory.The teaching classes with the same initial level were selected as the experimental group and the control group.At the same time,the teaching was conducted.The experimental group adopted the classroom teaching based on the SOLO instructional designs,and the control group adopted the classroom teaching based on traditional instructional designs.Through individual interviews,questionnaire surveys,and T-test analysis of the results of the pre-geographic surveys and post-geographic surveys,it finally reflects that the SOLO instructional design is in line with students' thinking patterns,which helps to improve the students' thinking level and learning quality,and shows that teaching design and implementation are based on the SOLO taxonomy theory.Classroom teaching has certain effectiveness,but cognitive thinking is also influenced by other factors,such as learning interests,learning motivations,plans for future and teachers' levels.Finally,we draw the main conclusions of this study:(1)The high school geography instructional designs and classroom teaching based on the SOLO taxonomy theory has a certain degree of effectiveness,which is conducive to improving students' thinking level and learning quality;(2)Students' initial thinking level,learning motivations,interests,learning strategies,etc.It is the restricting factor that influences the scientific and practical effect of SOLO pedagogy;(3)The ideal of quality education and the reality of exam-oriented education form a great contrast.The heavy teaching burden has become a constraint on the reform of geography teaching in high schools,hindering the designs of SOLO teaching and the long-term effectiveness of classroom teaching.Therefore,we must reflect on the shortcomings of this study and propose research perspectives.