Problem-sets-based Teaching For Senior Three Based On SOLO Taxonomy Theory

SOLO taxonomy theory assesses teaching and learning from two aspects: “quality”and “quantity” and helps teachers to analyze and judge students' thinking level and thinking obstacles to adjust their teaching through “observable learning process”."Mathematical problem is the heart of mathematics",the stage for mathematics review in senior three is a systematic study and integration of all knowledge from three years.Therefore,this study is going to do a “problem-sets-based-teaching” design guided by SOLO taxonomy theory and mathematical problem as the carrier.It is expected that through problem—sets—based teaching design students will be able to review mathematics efficiently and form a deep learning style and improve their thinking quality.In this paper,the author uses the methods of literature,questionnaire,interview,quantitative analysis to do the problem-sets-based-teaching design with the background of reviewing analytic geometry in senior high school.Studies are as follows:(1)to accurately understand the goal of “problem-sets-based-teaching” design by using SOLO taxonomy theory;(2)to determine the important and difficult points of “problem-sets-based-teaching”design by using SOLO taxonomy theory;(3)to clarify the principles of “problem-sets-based-teaching” design—hierarchy,systematic,explorative and representational by using SOLO taxonomy theory;(4)to guide classroom questioning by using SOLO taxonomy theory;(5)to guide the organization and implementation of “problem-sets-based-teaching” by using SOLO taxonomy theory;(6)to measure whether the students' learning style has changed or not by using the questionnaire "Middle School students' Learning process" The conclusions from research are as follows:(1)SOLO taxonomy theory can guide the design of “problem-sets-based-teaching”---its goal,important & difficult points,design principles,classroom questioning,organization and implementation;(2)The results of pre and post questionnaire "Middle School students' Learning process" show that the flexible implementation of “problem-sets-based-teaching”guided by SOLO taxonomy theory can change the students' learning style,and to some extent make the students change from the superficial learning style to the achievement style &deep learning style;(3)The interview results indicate that the “problem-sets-based-teaching”,which is designed based on SOLO taxonomy theory,is hierarchical,systematic,representative,exploratory and variable,and it accords with the students' cognitive development law and the characteristics of mathematics.It can help students to be scientific and efficient to systematically construct knowledge and methods,to draw a lesson from one another,to induce and transfer,and to enhance students' confidence in learning mathematics and resolve to overcome difficulties.According to the actual situation of mathematics review in the Chinese senior-three classroom,the paper applies the SOLO taxonomy theory to guide the design of“problem-sets-based-teaching”,which gives new vitality to the SOLO taxonomy theory in return.In the design process of “problem-sets-based-teaching”,the author insists the orientation for developing students' core mathematics competence to conduct the students-centered teaching organization.It is expected to help students think independently,induce and make summary actively,cooperate with each other and improve their ability of oral expression and learn efficiently.