Application Research Of SOLO Classification Theory In High School Argumentative Writing

Argumentative writing plays a leading role in the teaching of high school writing.First of all,argumentative text types occupy a large text.Secondly,although the writing style of the college entrance examination is not prescribed,it tends to be argumentative writing in the thesis.However,the theoretical and practical research on argumentative writing is still in a state of improvement.As far as writing teaching itself is concerned,argumentative writing requires higher critical thinking ability,so it is more difficult to guide.From the current research situation of argumentative writing guidance,most of the content focuses on the topic review,conception,argumentation and other writing processes,while less attention is paid to the writing evaluation,which is an important part of argumentative writing teaching.Therefore,this paper uses the SOLO classification theory to try to construct an evaluation scale for argumentative writing in high school and verify it in practice.The thesis is divided into five chapters.The first chapter mainly uses the method of literature analysis to summarize the theoretical basis,main contents and characteristics of SOLO taxonomy,and demonstrate the suitability of SOLO taxonomy evaluation method and argumentative writing teaching.The second chapter investigates the present situation of argumentative writing teaching in senior high schools by means of questionnaire and interview.The third chapter focuses on the construction of SOLO evaluation index,from the construction principle of evaluation index,basic ideas and evaluation elements.In the construction principle,the evaluation index should have the development,the stratification,the authenticity and the integrity;On the way of construction,the evaluation index is constructed according to the content of the curriculum standard,the content of the textbook and the sub-item exercises.In the construction of evaluation steps,it is necessary to define the learning objectives,determine the evaluation dimensions and rulers,and complete the four steps of describing the evaluation dimensions.The fourth chapter further clarifies the implementation procedure of SOLO evaluation based on the constructionof SOLO evaluation index.The first step is to select the writing task that is suitable for students' writing level,the second step is to determine the evaluation dimension that has differentiation in the writing task,the third step is to specify the evaluation dimension of the writing task,and the fourth step is to improve the description of the evaluation level.The fifth chapter is case study.The evaluation scale based on SOLO classification is applied to argumentative teaching in class.The study found,first,the implementation steps of the evaluation are clear and operable;second,the enthusiasm of the students is mobilized;third,the evaluation standards are helpful to the revision of the students 'later composition;fourth,it is conducive to teachers' hierarchical teaching.the following problems are found: first,students are not fully involved in the construction of evaluation indicators for a variety of reasons;Second,the stratified evaluation is effective but the effect is not obvious;Third,in the teaching practice,students do not fully understand the SOLO evaluation scale.