Geography Practical Teaching Research Of High School In Lhasa On SOLO Taxonomy Theory

The new curriculum reform requires that the traditional teaching design should change its emphasis on knowledge infusion,pay attention to the final examination results,and ignore the development of students' geographical thinking.It also proposes to respect the law of education and the law of physical and mental development of students in the teaching,emphasizing the change from "students need to learn" to "students want to learn",looking for a variety of evaluation methods to improve teaching,and promote the double development of students' quality and quantity."SOLO" meanly Structure of the Observed Learning Outcome,which means "observable learning outcome structure".It is a theory of learning result evaluation characterized by grade description,which is proposed by educational psychologists Biggs and Collis on the basis of Piaget's cognitive development stage theory.It is essentially a cognitive development theory.The theory believes that the students' thinking level can be analyzed by observing the learning results,and it can be divided into five levels according to the complexity of the results from low to high,which coincides with the concept of the new curriculum reform.This article is mainly guided by the concept of the new geography curriculum standard,with SOLO classification theory as the main theoretical support,through research methods such as literature analysis,questionnaire survey,experimental comparison,individual interview,mathematical statistics and classroom observation,combined with specific practical teaching,the feasibility of applying SOLO classification theory to high school geography teaching design is studied,and it is a reference and guidance for geography teaching design and teaching evaluation in the context of the new curriculum reform.The specific research is as follows:First,analyze and sort out the literature for the past two decades,understand the research background and current status of the application of the SOLO classification theory in high school geography teaching design,define the relevant concepts of instructional design and SOLO classification theory,raise research questions,and draw significance.Secondly,taking the 4th chapter of Regional Geography Compulsory for High School Geography Compulsory Edition of the People's Education Edition as an example,the SOLO classification theory is integrated into the entire process of geography teaching design.By compiling teaching design and making the pre-test questions and post-test questions show the specific forms of high school geography teaching design under the guidance of SOLO classification theory.Furthermore,through the experimental comparison method,teaching experiments are carried out to verify the effectiveness and scientificity of teaching design and classroom teaching based on the SOLO classification theory.Through classroom observation and communication with the instructor,two teaching classes with the same initial level are selected,and SOLO classification theory teaching is conducted at the same time.By comparing the results of pre-and post-tests,combined with individual interviews and questionnaire surveys,it is reflected that the teaching design under the guidance of SOLO theory is in line with the thinking rules of students,which helps to improve the thinking level and learning quality of students.Geography classroom teaching based on SOLO classification theory has certain feasibility.Finally,after the implementation of the SOLO classification theory teaching design for the two classes with the same level of thinking,there were some obvious differences between the two classes in the level of thinking.The thinking level of students in both the Chinese and Tibetan classes was improved,and the improvement range of the Tibetan class was greater than that of the Chinese class.In the post-test and the pre-test,compared with the consequences,the answers of the students in the two classes are better,the speech logic is clearer,and the thinking level is higher.The main conclusion of this study is that the five levels of the SOLO classification theory can exactly find out the students' knowledge level and the level of thinking,help teachers to set reasonable geography teaching goals,choose geographical teaching methods scientifically to improve students' level of geographical thinking,and help optimize geography teaching evaluation methods.Therefore,the SOLO classification theory significantly improves the "visibility" of the students' thinking development results,which is of great reference significance to the geography teaching design in high school.