Application Of SOLO Classification Theory In Scientific Thinking Of Biology In Senior High School

Man is a reed of thought.Ideas run through all aspects of his study,life and work.Confucius said,"not thinking about learning is futile",meaning not thinking about learning is a waste,no harvest.It can be seen that in the process of education and teaching,thinking plays an extremely important role.And education in turn will affect the development of students’ thinking,then,in the teaching process,how to cultivate students’ thinking in order to seek better development of students? In this study,it is focused on cultivating and evaluating students’ thinking based on scientific thinking,the core quality of biology in biology curriculum standards.Before carrying out research,it is necessary to find a tool,which should have the functions of guiding teaching and evaluating thinking.Therefore,when looking at the literature,a tool called the SOLO classification theory,is found,which is proposed by Professors John Biggs and Kevin Collis and is rooted in Piaget’s theory of stages of cognitive development.The two professors believe that students’ staged learning results are visible and quantifiable.Therefore,in the process of sorting out and discarding previous experience and continuous practice,they divide people’s learning results into five levels,and different gradation corresponds to distinct levels of thinking development.In this study,literature analysis is firstly adopted to sort out and integrate the research status of SOLO classification theory,and the theoretical development status of the theory itself is obtained,as well as the application of the theory at different levels and between different disciplines,mainly reflected in the teaching design,examination questions preparation,teaching evaluation and other links.As far as the current condition is concerned,the SOLO classification theory is mainly applied to the analysis and assessment of course achievements in higher education abroad.In China,this theory is mainly used in most of the teaching links in elementary,middle and high school,and is mainly used in English,chemistry,physics,mathematics,geography and other disciplines,and there is less application and research in biology.Therefore,this study has certain practical value.Then the interview method is used to obtain teachers’ understanding and practical measures of SOLO classification theory and scientific thinking.Finally,the experimental method is used to integrate the theory into teaching design,preparation of test questions before and after,and teaching evaluation.It is necessary to divide the experimental subjects into two groups for pre-test and post-test experiments,collect and organize the experimental data of the pre-test and post-test,and then the data analysis software is used to analyze the teaching effect of the theory and the changes of students’ thinking and achievement before and after the test.After a semester of practice,according to the experimental data: in terms of thinking level,there is a significant difference between the students in the experimental class and the control class,especially in the level of relational thinking.In terms of performance,the experimental class is generally higher than the control class,which shows that the integration of SOLO classification theory in teaching design has a good effect.This study finds that the application of SOLO classification theory in the process of high school biology teaching has a positive effect on improving students’ thinking,and also has a certain positive impact on students’ performance,and can more accurately evaluate students’ thinking changes.Students have a more in-depth understanding of basic knowledge,and have also made certain progress in breaking through difficult knowledge.For teachers,it enriches teachers’ teaching methodology and provides a certain demonstration and innovative direction for front-line teaching.However,this theory still has certain limitations in practice,which are manifested in the diversity and differentiation of test questions,and the one-sidedness of students’ thinking evaluation,which will be studied and solved by subsequent researchers.