Research On The Questioning Strategies Of Senior High School Geography Class Based On SOLO Classification Theory

For thousands of years,the classroom teaching process at all times and in all countries can not do without "asking questions".High school geography' s being tight in lesson schedule and heavy in task,more requires that the high school geography teachers,in the busy daily teaching work,should take the science education theory as the instruction,the solid classroom teaching as the practice,and continue to accumulate experience from classroom questioning,summarize and conduct the exploration and innovation of more efficient classroom questioning strategies.The SOLO classification theory focuses on the development of students' cognition,and emphasizes the observability of learning outcomes.The SOLO classification theory applied to the study of high school geography classroom questioning strategies,breaks the traditional empiricism of classroom questioning,provides strong support of the scientific theory for classroom questioning design,implementation and evaluation and other sectors,so as to effectively improve the efficiency of the high school geography classroom,make each link of high school geography classroom questioning more normal and standard,to a certain extent.Based on the predecessors' research on the high school geography classroom questioning strategies,based on the study of documents of item evaluation of SOLO classification theory at home and abroad,as well as the basic research of high school geography classroom questioning teaching practice for a year,on the basis of concept definition of the SOLO classification theory of high school geography classroom questioning,and through the questionnaire on teachers,statistics,the paper analyzes the main problems and factors existing at present high school geography classroom questioning,thus puts forward the high school geography classroom questioning strategies SOLO classification questioning behavior through question-design,behaviour and evaluation,in the meanwhile applies the research strategies to practical teaching by using action research method,which is verified through repeated research from pratice to theory and from theory to practice.The conclusion is 1.high school geography classroom questioning design strategy classifies and collects teaching goalsaccording to SOLO classification theory,to ensure the necessity of classroom questioning;strictly follow the laws of cognition,promot the hierarchical questioning;accumulate and summarize the teaching experience,to improve the prediction of the answer.Through the implementation of these strategies,the design of classroom questioning becomes more scientific.2.high school geography classroom questioning behavior strategy analyses the learning situation based on the SOLO classification theory,thus carrying out the questioning according to "layer";on the basis of questioning types,accomplish Questioning-Subject diversification;according to the difficulty of problems,pay attention to students' waiting time to answer.Through the implementation of these strategies,each student's thinking levels have been improved.3.high school geography classroom questioning evaluation strategy is based on the SOLO classification theory,timely answer,accurately assess the level of the answer;positive evaluation,stimulate students to ask questions,pay attention to reflection,and constantly improve the questioning skills.Through the implementation of these strategies,the efficiency of classroom questioning and the teaching effectiveness are raised.4.the implementation of questioning strategies in senior high school geography classroom,based on SOLO classification theory,has improved the theory and practice level of classroom teaching.5.the implementation of the strategy follows the students' cognitive law,meets the students' psychological changes,and promotes the development of students' physical and mental and the improvement of the quality of geography.After the implementation and test of the strategy,it is found that there are shortcomings.In order to promote and popularize the application of SOLO classification theory in high school geography classroom questions,the following suggestions are put forward 1.to set up a geographic database system on the SOLO evaluation,to establish"SOLO geographic database sharing platform.2.the evaluation subjects of SOLO classification theory should be further studied,so that students can participate in the evaluation of classroom questions,and also the main position of students in the classroom can be restored.