Research On The Optimization Strategies Of High School Geography Classroom Questioning From The Perspective Of SOLO Taxonomy

In the General High School Geography Curriculum Standard(2017 Edition),it is pointed out as follows: the cultivation of geographical core literacy needs to pay attention to the development of students' thinking in the process of geographical learning.In addition,the use of "observable learning achievement structure(SOLO Taxonomy)" to evaluate the development of students' thinking structure is clearly proposed.Classroom,the main position of education and teaching,is an important field for the generation and development of students' thinking.Classroom questioning is not only an important part of classroom teaching,but also an important traction for the development of students' thinking structure.However,in the current high school geography classroom questioning,there are still deficiencies in promoting the development of students' thinking,including the lack of gradient and hierarchy in the design of classroom question chain,the lack of thinking pertinence in the implementation of classroom questioning,and the lack of thinking depth in the feedback of classroom questioning.Therefore,it is necessary to change the perspective to examine and improve the high school geography classroom questions based on the theoretical basis of thinking structure evaluation,namely SOLO Taxonomy.In this paper,literature research,classroom observation,statistical analysis and interviews are used.First of all,on the basis of consulting relevant literature,the research background and significance are determined,and the relevant research on SOLO Taxonomy and geography classroom questioning at home and abroad is combed,then the research status at home and abroad is grasped,and the research basis and entry point of this paper are determined.Secondly,the related core concepts and theoretical basis are elaborated.Thirdly,the basic research on how to promote the development of students' thinking by asking questions in high school geography class and the related research on the cultivation of high school students' geographical thinking structure based on SOLO Taxonomy are summarized,and the observation dimension of high school geography lesson example is proposed.Fourth,from the perspective of SOLO Taxonomy,this paper aims to observe the design of questions,the implementation of questions,students' answers and teachers' answers in the lesson example,analyze the status quo of high school geography classroom questions based on SOLO Taxonomy,and then conduct interview analysis for the questions reflected in the lesson example.The fifth is to put forward optimization strategy.Finally,the main research conclusions,innovations,shortcomings and prospects are summarized.Through the analysis of the lesson examples,it is found as follows:(1)In the aspect of problem design,the proportion of four kinds of SOLO problems is more reasonable as a whole.However,the proportion of abstract extension structure problem is small,and the gradient setting of problem chain in some lesson examples needs to be improved.(2)In the implementation of questions,there are differences in the teaching links of four different SOLO level questions in the lesson example.Furthermore,there is a great correlation between the respondents chosen by teachers and the difficulty of the questions.The findings in the interview and analysis of the waiting time are as follows: part of the teachers' choice of waiting time is vague.Some say that although they know how to choose the time of waiting for answers according to different levels of questions,influenced by the actual teaching situation,students' thinking time of waiting for answers is often raided.(3)In terms of students' answers,the overall situation is general.On the question of relevance structure,the students' answer situation is not optimistic.Also,it is necessary to pay attention to the students' answer performance on the question of abstract extension structure.(4)In terms of teachers' way of reply,when students' answer can reach the SOLO level required by the questions,teachers' way of reply is mainly praise.However,it is neglected to use questioning to further improve the level of students' thinking structure.Besides,the phenomenon that teachers do not respond to students' answers is more prominent.In the lesson example that students' answers fail to meet the SOLO level required by the questions,the teacher's way of reply is mainly guidance.However,it lacks the diagnosis of students' thinking.Furthermore,the way that the teacher "calls other students" in the lesson example also accounts for a certain proportion.Based on the study of SOLO Taxonomy and the relevant literature of senior geography classroom questioning,combined with the relevant situation found in the case analysis,the optimization strategy of senior geography classroom questioning based on SOLO theory is proposed.(1)The design strategy of the problem: the SOLO level of the overall planning problem;the structural gradient of the hierarchical design problem chain;attaching importance to the presupposition of the high SOLO level problem.(2)The implementation strategy of questions: the main teaching links of questions at different SOLO levels should be different in order to play the function and role of questions at different levels;it is important to pay attention to the diversity of question objects at different SOLO levels and ensure sufficient waiting time.(3)Improving students' cognitive response strategies: make full use of geographical thought map;focus on creating exploratory situations.(4)The teacher's answer strategies: guide and pay attention to the method of thinking;ask questions to highlight the deepening of the thinking structure;pay attention to the diagnosis of the thinking structure of students;answer in time to avoid the emergence of "no response" answer.(5)The reflection strategy of questioning: strengthen the study and research of SOLO theory;pay attention to reflection,and constantly improve the classroom questioning skills.In this paper,the innovation lies in the innovation of research perspective.Then this paper,combined with the fit between SOLO Taxonomy and high school geography classroom questioning strategy,draws up the observation dimension of the lesson example.According to the observation dimension,the SOLO level corresponding to each question raised by the teacher in the lesson example is taken as the benchmark to analyze the problem design and implementation of the teacher.Moreover,this paper focuses on which SOLO level problems students tend to have thinking barriers,and then studies the different ways of teachers' answers.In this study,compared with previous studies,the research angle is more detailed,more targeted and logical.