Research On Effective Geography Questioning In Senior High School From The Perspective Of SOLO Classification Theory

The revised high school geography curriculum standard issued in 2017 emphasized the importance of promoting the development of thinking in cultivating students’geographical core literacy,and made clear the important role of SOLO classification theory in student’s thinking structure evaluation and teaching evaluation.As the most important way of interaction between teachers and students in senior high school geography class,questioning has a profound influence on the development of students’geographical thinking,and also directly embodies the professional ability of teachers.The current high school geography class questions and can’t adapt to the needs of students’ geographical thinking development,thus change the angle of view in the classification of SOLO from the perspective of the theory of effective questioning in high school geography will be to improve the high school geography teaching,promote students’ geographical thinking development and actively promote role.The conclusion of this paper can be found:first,the sample has obvious advantages in the source of problem chain design,forming problem chain,guiding students to answer questions,considering all students’ thinking.Second,most samples are significantly deficient in the number,grade and degree of coordination,wording,voice and voice,evaluation,pertinence,and creative thinking.Third",A chain design,D evaluation and feedback,A2 quantity and level of coordination","A3 focus on the gradient stricture" and "D1 according to the structure of thinking evaluation","D2 Sorting out the development of thinking ",upgrade "D3 Consideration of all thinking when extending ","D4 Summing up the externalization of prominent thinking ","D5 extending focus on innovative thinking of students" there is also a positive correlation between the index and the grade of excellent lesson,municipal quality class and county-level quality class needs to be greatly improved.From improving the design and implementation ability of teachers’ questioning and promoting the effective development of students’ geographical thinking,this paper puts forward the following improvement strategies:first,the problem chain design:from a holistic perspective,we should pay more attention to the development of high level thinking.Second,question:reduce the quantity,improve the quality,enhance the openness of the question.Third,waiting for and asking the students to answer:pay attention to the students’ thinking and choose to let the students answer.Fourth,evaluation and feedback:improve students’ expression and promote their metacognitive monitoring.Fifth,teaching reflection:in the course of teaching,pay attention to research and consciously strengthen the application of SOLO classification theory.All the papers are divided into six chapters:the first chapter,the introduction.This chapter analyses the research background and significance as the basis,through the analysis of literature research method combing the current SOLO classification theory and the high school geography course questions at home and abroad,summed up the existing research achievements and shortcomings,establish the research purpose,content,method and technical route.In the second chapter,the SOLO classification theory and geographically effective questions are summarized.This chapter introduces the SOLO classification theory and its advantages in the evaluation of students’ geographical thinking quality,and based on it,defines the related concepts of "effective questioning in high school geography" from the perspective of SOLO classification theory.The "high school geography effective question pattern map" from the perspective of SOLO classification theory is summed up as a theoretical reference for the formulation of evaluation scale and observation in class.The third chapter,from the perspective of SOLO classification theory,the high school geography effective question evaluation scale is constructed.This chapter in the "goal oriented","Guided by theory","geographic characteristics" and "student-centered" and "evaluation" under the guidance of the principle,according to the SOLO classification theory,from the "problem chain design","ask","wait and call","evaluation and feedback" four aspects of the development of high school geography effective questioning evaluation scale,the Delphi expert consultation method based on the modified part of the geography education experts and determine the evaluation scale for the following chapters,classroom observation ready evaluation tools.The third chapter,from the perspective of SOLO classification theory,the high school geography effective question evaluation scale is constructed.This chapter in the "goal orientation","the theory as the guidance","geographic characteristics" and"student-centered" and "evaluation" under the guidance of the principle,according to the SOLO classification theory,from the "problem chain design","ask","wait and call a""evaluation and counter fed" and other four aspects of the development of high school geography effective questioning evaluation scale.The author,using the method of consulting experts,consulted some experts from geography education,modified and determined the evaluation scale.The evaluation tools are prepared for the follow-up section.The fourth chapter,from the perspective of SOLO classification theory,investigates the status of senior high school geography class questions.This chapter is the practical operation part of the evaluation research.The author takes the "first class agricultural location choice" for research,observation in the national public service platform for educational resources on the selection of the 10 section belong to the national and provincial,municipal and county-level quality courses classes as samples,the evaluation conclusion as finishing the different evaluation of the views,showing the high school geography course question state.The fifth chapter,from the perspective of SOLO classification theory,proposes an improved strategy for effective senior high school geography questions.This chapter puts forward five reconstruction strategies for the evaluation conclusions:first,the problem chain design:from a holistic perspective,we should pay more attention to the development of high level thinking.Second,questioning:reduce the quantity,improve the quality,enhance the openness of the question.Third,waiting for and asking the students to answer:pay attention to the students’ thinking and choose to let the students answer.Fourth,evaluation and feedback:improve students’ expression and promote their metacognitive monitoring.Fifth,teaching reflection:in the course of teaching,pay attention to research and consciously strengthen the application of SOLO classification theory.The sixth chapter.conclusions and the prospects.This chapter reviews the research,reflects on the lack of research,and puts forward the prospect of relevant research.This paper adopts the way of combining theory with practice to carry out the application research of SOLO classification theory in effective questioning of high school geography,which provides reference for high school geography teaching in the depth of curriculum reform.At the same time,it is also a new attempt to enrich and deepen the application of the theory.