Study On The Improvement And Practice Of Geography Problem Chain Teaching In High School Based On SOLO Theory

Problems are the source of thinking,and the use of problem chain teaching in the classroom is an effective way to promote the development of students’ thinking.The "General High School Geography Curriculum Standards(2017 Edition)" points out that it is necessary to be problem-oriented and run through teaching,so that students can master knowledge in the process of discovering problems,analyzing problems and solving problems,promote the improvement of thinking level,and enhance students’ all-round development.Through problem chain teaching,we can integrate course objectives and content into students’ existing knowledge and experience,so that they form a systematic,interrelated and hierarchical problem system.At the same time,combined with the evaluation of students’ thinking level,building problem steps between different thinking levels can effectively promote the cultivation of students’ higher-order thinking ability.The observability of students’ thinking level is the premise of the implementation of problem chain teaching,but the existing theoretical research lacks attention to students’ learning situation,and the current research on problem chain mainly focuses on the type,principle and teaching mode of problem chain,and the work involving learning situation evaluation and teaching feedback is relatively weak.In the teaching of high school geography,at present,only part of the textbook knowledge such as industrial location and atmospheric movement have been designed,and the coverage is limited,and the design of many problem chains only stays at the theoretical level,and the current status of their application is not clear.In view of the above problems,this paper will carry out questionnaire surveys and teacher-student interviews to find out the application status and difficulties faced by problem chain teaching,use SOLO theory to accurately grasp the level of students’ thinking,propose improvement strategies in a targeted manner,and enrich the theoretical system and practical experience of problem chain teaching.The survey results show that students generally agree with problem chain teaching,and more than 90% of students believe that problem chain teaching can not only improve their enthusiasm to challenge difficult points,but also promote their deep learning.However,the survey of teachers found that the frequency of teachers’ use of problem chain teaching was low,only 17% of teachers used frequently,and only 9%of teachers knew very well about the problem chain,indicating that teachers lacked a systematic understanding of problem chain teaching and could not give full play to the effect of problem chain teaching.At the same time,teachers generally reported that the use of problem chain teaching will increase the pressure of lesson preparation,and it is difficult to take into account the differences in students’ thinking levels,and only 26.7%of teachers can often consider the learning situation.Therefore,teachers do not know much about students’ thinking level,and due to the lack of support of scientific theories,the problems designed in the problem chain do not meet the level of students’ cognitive development,which is difficult or easy,which is not conducive to cultivating students’ awareness of problems and thinking level.In addition to student and teacher factors,there are other factors that also affect the effect of problem chain teaching,such as the drawbacks of test-oriented education,teacher-student relationship and school factors.In view of the above situation,this paper puts forward the corresponding design principles and improvement strategies of the problem chain.First of all,based on the existing problems and influencing factors of problem chain teaching,SOLO theory is used to explore the design principle of problem chain teaching,which are the principle of refinement,hierarchy and interest respectively,and the design principle is followed in the case design.Then on this basis,the improvement strategy of problem chain teaching is put forward,which is to strengthen teachers ’learning of SOLO theory,to formulate classroom evaluation standards according to SOLO theory,to formulate students’ thinking growth files according to SOLO theory and to adjust the problem chain dynamically.This paper selects a high school in Zhengzhou to carry out the teaching practice of high school geography problem chain improved based on SOLO theory,and finds that the improved problem chain teaching significantly improves students’ thinking level.These studies show that SOLO theory helps teachers to observe students ’thinking level,which can guide the design of problem chains in line with the level of students’ cognitive development,and is of great significance to cultivate students’ high-order thinking ability.