Research On Problem Creation In Senior High School Biology Situational Teaching Based On SOLO Classification Theory

Situational teaching method can improve students’ core quality,develop students’thinking level and enhance students’ ability to solve problems.It is widely used in the curriculum teaching research and practice of various subjects,but the actual teaching effect is not ideal.Question creation is considered to be the key factor affecting the implementation effect of situational teaching method.However,in the current situation teaching process,question creation is usually designed by teachers according to their own teaching experience,and the lack of effective evaluation methods often leads to the quality of the designed questions is not high,which reduces the implementation effect of situational teaching.SOLO(Structure of the Observed Learning Outcome)classification theory is a teaching effect evaluation method characterized by hierarchical description,which has a complete theoretical system and solid theoretical basis,but it is rarely reported that it is used to guide and evaluate the problem creation in situational teaching.Based on this,this study uses literature reading method to sort out and analyze the concept,application and research status at home and abroad of the theory of situational teaching and SOLO classification evaluation,and sort out the internal relationship between the theory of SOLO classification evaluation and problem creation.Through questionnaire survey and interview,the status quo and existing problems of situational teaching were determined.Combined with literature review and practical survey results,the principles and specific processes of problem creation in situational teaching based on SOLO classification evaluation theory were established.The two chapters of "Structure and function of cell membrane" and "Energy conversion of photosynthesis" were taken as teaching cases for practice.Finally,the teaching effect is evaluated from the classroom implementation effect and chapter test results,and the feasibility and application prospect of using SOLO classification theory to create problems in situational teaching are discussed.The main research results are as follows:(1)The results of literature review and analysis show that SOLO classification theory,as an evaluation method that can judge students’ learning quality,can judge and quantify students’ thinking levels,so it can quantify the quality of questions designed in situational teaching.(2)The results of questionnaire survey and interview show that the current process of situational teaching lacks attention to the thinking structure of students,and the difficulty,logic and hierarchy of question design are insufficient,which fails to achieve the teaching effect of situational teaching.(3)In the process of question creation based on the classification theory of SOLO,the principles of pertinence,context,hierarchy and appropriateness should be followed.The whole process of question creation can be divided into preliminary preparation stage,question design stage and question implementation stage.(4)The total score of the experimental class was significantly higher than that of the control class(P<0.05),although there was no significant difference between the experimental class and the control class in the single point structure level(U)questions.However,the scores of multipoint structure level(M),association structure level(R)and extended structure level(E)were significantly higher than those of control class(P<0.05).The above research results show that the questions created based on the classification theory of SOLO can effectively help students understand,master and integrate the biological knowledge to be mastered,improve students’ ability to think and solve problems in specific situations,and effectively improve the teaching effect of situational teaching.