Practice Research On SOLO Classification Theory In Senior High School Biology Teaching

With the development of new curriculum reform,more and more attention has been paid to the teaching design as the core of classroom teaching.An excellent teaching design provides more possibilities for the presentation of an excellent class.However,at present,most of the teaching design of biology is mainly based on knowledge imparting and lacks of cultivation of students’ thinking ability of biological science."SOLO",the full name of the Structure of the Observed Learning Outcome,means "Observed Learning Outcome Structure",which is a theory about the level of students’ thinking structure put forward by educational psychologists Biggs and Collis.In recent years,the research on SOLO classification theory has become more and more popular,which mainly lies in the compilation and design of test questions in various major disciplines of basic education,teaching evaluation and test questions evaluation,the design of classroom teaching objectives,and the design and improvement of courses and teaching.However,at present,there are relatively few studies in high school biology,and few studies on the integration of the theory with classroom teaching design,classroom teaching implementation and evaluation.Most scholars only study part of it or lack corresponding teaching practice.Therefore,on the basis of previous studies,this subject will construct the path of SOLO classification theory in high school biology classroom teaching and carry out practical research.This study takes two parallel classes of the first grade of the first high school in zhuhai,guangdong province as the research objects.Through pre-test,two classes with similar thinking level and no significant difference are selected for the control experiment.The same teacher and the same course requirements are adopted for teaching withdifferent teaching designs.In addition to the differences in the teaching of different instructional design instructions,compared with the control class,the experimental class can clearly know the learning objectives and tasks of each lesson.After the class,the student union can check the completed projects in the "learning task completion" table,and carry out learning reflection,and independently check the missing items.In order to reduce the influence of other independent variables,I taught the biology courses of these two classes with the same teaching schedule and the same arrangement of exercises.In addition,in order to reduce the influence of subjective factors of teachers’ thinking set,the comparison class designed by conventional teaching method and the experimental class known by SOLO classification theory should be taken first.Through the observation of the experiment process and the collection,collation and analysis of the experimental post-test data,this paper explores whether the biological teaching design formed by using the SOLO classification theory has an obvious promoting effect and practical operability on students’ classroom performance and thinking level development compared with the conventional teaching design.After a semester of research and experimental data analysis,it is found that the teaching of biological teaching design based on SOLO classification theory can significantly improve students’ higher thinking level.Compared with the control class,the students in the experimental class showed higher thinking level and clearer logic in the language expression of the questions.Under the guidance of SOLO classification theory,students with high scores must master multiple knowledge points and be able to integrate and apply them flexibly.They should be able to solve problems with high comprehensiveness and openness in an orderly way,so as to evaluate students’ learning achievements more fairly and objectively and guide students to develop towards a higher thinking direction.The grading has changed from the former point of view to not only focus on the key words scoring points,but also pay more attention to the level of thinking structure presented by students in answering questions.So to a certain extent,we have to fight against students who are opportunistic or learn by rote.The teaching design of SOLO classification theory enables both teachers and students to be more clear about their own tasks and their completion,significantly improves the observability of students’ thinking development results,significantly improves the overall learning results of students andsignificantly improves the classroom efficiency.Therefore,SOLO classification theory is of great significance in guiding high school biology classroom teaching.