Research On The Design Of High School History Teaching Based On SOLO Classification Theory

In recent years, with the continuously deepening of curriculum reform of elementary education in China, instructional design, the core of classroom teaching, has aroused numerous studies among educators. However, various researches on the instructional design of history discipline at senior high school, as far as history discipline is concerned, has failed to radically eliminate the backwards of its teaching at senior high school. At present, most senior high schools in China still follow cramming as the way of field teaching in terms of instructional design while ignoring the cultivation of students' history thinking. In addition, there are also many problems in classroom that demand our attention and solution, such as the lack of initiatives and passive climate in history learning. Moreover, as a qualitative evaluation criterion featuring grade description mainly, SOLO classification offers a thinking to solve these problems.Priority in this thesis has been placed on the application of SOLO classification in terms of the instrumental design for history at senior high school and it is expected that some referential value for the improvement of history teaching at senior high school could be achieved.In this thesis, systematic analysis has been primarily conducted on the superb guidance of SOLO theory over the instrumental design of history teaching at senior high school, and detailed application of instrumental design for history teaching at senior high school under the guidance of SOLO classification has been proposed. Which if put specifically refers to integrating the five levels of SOLO classification into the whole process of instrumental design for history teaching,the case designing of class-period teaching and the setting down of teaching objectives,identification of teaching tasks, design of teaching sequence, selection of teaching methods as well as the compilation of high-quality test papers under the guidance of SOLO classification. In addition, by contrastive studies through classroom teaching, the validity of SOLO classification for boosting history teaching at senior high school has been verified. Moreover, data by experiments have also shown that the guidance of SOLO classification over the instrumental design for history teaching at senior high school can not only galvanize students' incentives in history learning, it can elevate their historical thinking as well.It has been demonstrated by systematic analysis and experimental data that the application of SOLO classification in field history teaching is able to beacon the instrumental design for history teaching at senior high school, moreover, such an instrumental design can create an active environment for history learning in classroom, promote quality learning and elevate students' history thinking. Therefore, SOLO classification is of great significance in terms of its guidance over the instructional design for history teaching at senior high school.