Research On The Design Of Geography Teaching Problems In Senior High School Basis On SOLO Taxonomy Theory

In the implementation of the new curriculum standard,it is clearly proposed to attach importance to question teaching,so the design of questions has become an important link for teachers to carry out question teaching.Thinking comes from problems.Designing scientific and reasonable questions is an important way to cultivate students' thinking.Effective questions can arouse students' interest in learning and encourage them to actively engage in the problems to explore and finally solve them,so as to improve their thinking in this process.However,in the first-line geography class,teachers do not have a deep understanding of the importance of problem design or are insufficient in the level of problem design.Teachers pay more attention to the knowledge itself,but ignore the cultivation of students' thinking ability.Therefore,a theory is needed to guide the problem design strategy,so as to design teaching problems in line with the development of students' thinking.As a qualitative evaluation method to evaluate students' thinking structure and cognitive level,SOLO Taxonomy Theory can design problems from the perspective of students' thinking development.Based on the theory of constructivism,the theory of zone of proximal development,the theory of humanism and the SOLO Taxonomy Theory,this study systematically discusses the problem design by using the methods of literature research,questionnaire survey,interview,comparative analysis and case analysis.First through the literature research,to grasp the problem design at home and abroad and the research status of SOLO Taxonomy Theory,and then use the questionnaire on the present situation of the high school geography teacher's teaching problem design investigation,found that teachers' conception on the importance of question design is not deep,ignoring the cultivation of students' thinking ability,and lack of problem situation design problem.Secondly,it makes statistics on the problems in the classroom record of quality class,and classifies the thinking level of each problem with the help of the SOLO Taxonomy Theory,and obtains the characteristics of problems in quality class.Based on the above research,the design principles of high school geography teaching problems based on SOLO classification are put forward,namely,the principle of evocation and feasibility,the principle of hierarchy and exploration,the principle of situation and life,and the design process of problems based on SOLO classification is put forward.Including: the preparation work before the problem design;Based on SOLO Taxonomy Theory,the teaching objectives are determined.According to the SOLO teaching goal system,the core problem group is designed.Decompose the core problem and design the sub-problem group;Reflect on the problem and adjust the problem flexibly.There are few systematic studies on the SOLO classification theory in the design of geographical problems.This paper enriches the theoretical research on the design of geographical problems.For teachers,providing ideas for designing scientific and reasonable teaching problems is beneficial to improving the level of teachers' problem design.For students,using SOLO Taxonomy Theory to design problems is in line with the characteristics of students' thinking development,which is conducive to the improvement of students' cognitive level and the development of their thinking ability,and thus conducive to the cultivation of students' core literacy of geography.