The Application Of SOLO Taxonomy In English Writing Teaching In Senior High School

This paper tries to reform the new writing teaching mode from the perspectives of teaching design and teaching evaluation.Since the theoretical value of SOLO theory is constantly highlighted in the training of writing thinking,the author re-interprets the writing mode with the help of SOLO taxonomy.The core of the teaching idea is to closely combine the core qualities with the five SOLO structure levels and reasonably design five-level teaching programs in each step of writing.It aims at realizing the leapfrog development of students’ thinking ability and multi-dimensional exploration of writing teaching.The author has absorbed the essence of taxonomy of educational objectives and cognitive development theory and tried to explore the impact of SOLO taxonomy on students’ overall writing ability and whether the improved writing class can solve the current writing dilemma.The final research questions are determined as follows:（1）Can the SOLO taxonomy improve the interest and ability of high school students in English writing?（2）How to apply SOLO taxonomy to guide English writing teaching in senior high school?The teaching experiment lasted for one semester.Questionnaire survey method,test method and interview method are adopted to assist the smooth development of teaching research.The following conclusions are drawn by analyzing the collected data:The combination of writing teaching and SOLO taxonomy has a positive effect on improving students’ interest and the improvement of students’ writing ability is embodied in the application of vocabulary and content logicality.When applying SOLO taxonomy to guide writing teaching,teachers should firstly pay attention to students’ thinking level and evaluate their writing qualitatively.Secondly,teacher-student interaction and student-student communication should be adapted to students’ learning needs.Finally,the evaluation method implements three criteria of hierarchy,pertinence and stage.It is hoped that the design of this content can provide some heuristic help to solve the difficulties in writing teaching and really realize the assisted development of high school students’ thinking ability and writing ability.