Application Of The Solo Taxonomy To Chinese Reading Teaching Design In Senior High Schools

Reading teaching is one of the important parts of Chinese teaching,and there are still some problems in teaching and evaluation in senior high schools Chinese reading teaching.The design of Chinese teaching is the basis of classroom teaching and the basis of teaching evaluation.It can be seen that the senior high schools Chinese reading teaching urgently needs a theory to guide teachers to change the design of reading teaching.The SOLO Taxonomy evaluates students' learning quality from the point of view of the structural complexity of learning achievements,and divides students' answers into five different levels from four aspects: ability,thinking operation,consistency and closure,and response structure,which constitute the hierarchical structure of spiraling up.The SOLO Taxonomy attaches great importance to the "quality" of student learning,that is,the development of student thinking,which is intrinsically consistent with the idea of promoting the development and promotion of students' thinking advocated by the new curriculum,and the application of the SOLO Taxonomy in the design of senior high schools Chinese reading teaching can not only promote the development of students' core quality of Chinese subjects,but also promote the integration of teaching and evaluation.In the design of Chinese reading teaching in senior high schools,the SOLO Taxonomy mainly plays a role in teaching guidance and teaching evaluation.The SOLO Taxonomy serves the guiding link of teaching design,and has the function of clarifying the original knowledge of students and setting reasonable teaching objectives.It can also help teachers to clarify the level of students' thinking development and choose suitable teaching methods,so as to improve the relevance of reading teaching methods and reading teaching content;It can also guide teachers to use the method of element analysis to break down the reading text into abstract incremental levels and follow the principles from concrete to abstract to design the teaching process.The application of the SOLO Taxonomy in teaching evaluation mainly considers formative evaluation,because the SOLO Taxonomy and formative evaluation have the highest degree of fit.Formative evaluation is an integral part of teaching design activities and is generated in classroom teaching.Teachers can set up evaluation standards,prepare reading questions,according to test feedback teaching these three steps to carry out formative evaluation,and apply it in subjective questions,objective questions,open questions and other three types of questions,but we should pay attention to abandon the traditional evaluation of the standard answers,and according to the development of students' thinking to assign points.