Practice Research On Improving Students’ Thinking Level By High School Biology Problem Chain Teaching Based On SOLO Classification Theory

With the advancement of the new curriculum reform and the proposal of the core quality of the subject,how to accurately identify the current thinking of students in classroom teaching and promote the development of students’ thinking has attracted more and more researchers’ attention.Problem is the spark of thinking.The teaching mode based on problem is more conducive to enlighten students’ thinking and cultivate students’ thinking;SOLO classification theory,as a qualitative evaluation theory characterized by grade description,can distinguish students’ current thinking level according to their answers;Therefore,this paper aims to study the combination of the two in high school biology classroom teaching.In class,the question chain teaching based on the classification theory of SOLO is adopted.According to the real-time answers of students in class,the thinking level of students is evaluated,and the corresponding teaching questions are adjusted to guide students’ thinking and develop their thinking.Before carrying out the question chain teaching based on the SOLO classification theory,we designed the pre-and post-test volumes based on the SOLO classification theory,and constructed the question chain teaching design process based on the SOLO classification theory.On this basis,we designed the corresponding teaching design and carried out the practice.Through the scores of the pre-test and post-test papers,the changes in the thinking levels of the students in the experimental class and the control class before and after were analyzed,as well as the changes in the number of students at each thinking level in the two classes.At the same time,the final examination scores of students were analyzed,the implementation effects were evaluated,and whether the question chain teaching based on the classification theory of SOLO could improve the effectiveness of classroom teaching and the thinking levels of students was explored.Based on the above practical research,it is found that:(1)After a semester of experimental teaching,both the control class that adopts the conventional teaching mode and the experimental class that adopts the problem chain teaching based on the classification theory of SOLO have improved their thinking levels,from the multi-point structure level(M)to the multi-point structure level to the correlation structure level(M-R).(2)After more than 4 months of practice,the average value of thinking level corresponding to the experimental class was 0.192 points higher than that of the control class in the post-test,showing a significant difference.Moreover,the number of people in the experimental class who were at the level of association structure(R)was more,accounting for46%,while the control class accounted for about 33%.It can be seen that,The problem chain teaching based on SOLO classification theory in the experimental class has a more significant effect on the improvement of students’ thinking level,and more people have improved their thinking level.(3)Problem chain teaching based on SOLO classification theory can help improve students’ academic performance.After practice,the total scores of the two classes in the final exam of biology were analyzed,and it was found that the experimental class was 4.281 points higher than the control class,and the difference was significant.The reason may be that the problem chain teaching based on the classification theory of SOLO in the teaching process can enable teachers to diagnose and improve teaching and optimize the classroom teaching structure.It can improve the effectiveness of classroom teaching to a certain extent and improve students’ academic performance.