Research On The Design Of Geographical Classroom Problems Based On SOLO Classification Theory

The design of geography classroom question is the basis for the implementation of problem-oriented teaching and problem-based teaching,and effective question design is the guarantee for the success of classroom teaching.Looking at the current geography teaching,it is found that classroom questions are not prominent in the development of students' thinking,and there are still many shortcomings.The SOLO classification theory divides students' thinking into different levels according to the performance of students in specific tasks,and describes the structural characteristics of different levels of thinking,which enhances the observability of the learning process and results.Teachers can use this theory to accurately identify students' thinking development and guide students to advance their thinking.Therefore,the article introduces the SOLO classification theory into the geography classroom question design research,in order to improve the effectiveness of the geography classroom question design.The main contents of this paper are as follows:Firstly,use the literature research method to interpret the SOLO classification theory,and refine the guiding value of the theory for question design.Secondly,it analyzes the current situation of geography classroom question design through the questionnaire survey method.After that,based on previous research,combined with the results of the questionnaire survey,the standards and principles of geography classroom question design were formulated,and based on the SOLO classification theory,the process and strategy of geography classroom question design were systematically summarized.Finally,based on the previously proposed process and strategy,select the "Atmospheric Thermal Circulation" as a case for question design,and verify the feasibility of the proposed countermeasures.The main conclusions of the research are as follows:First,the guiding value of SOLO classification theory to question design mainly includes three points,namely,clarifying the scope of the question,optimizing the question logic,and improving the question expression.Second,the survey results show that the current high school geography classroom question design mainly has the following problems: question design is valued in the teacher's concept,but is often overlooked in practice;the teacher's organization of the content of the question is not detailed enough;teachers lack flexibility in the implementation and control of questions,and lack feedback skills;teachers' reflection on question design is relatively simple.Third,it puts forward the standards and principles for the design of geography classroom questions.Geography classroom questions should have clear domains,clear types,accurate expressions,clear levels,and clear logic,which should inspire students to think actively,assist in the construction of geographic knowledge,and promote the development of geographic thinking.The design of geography classroom questions should follow the principles of pertinence,moderation,hierarchy,thinking and geography.Fourth,the process of geography classroom question design can be summarized as "three stages" and " eight links".The "three stages" are the pre-class,in-class and after-class phases.The "eight links" include evaluating the teaching foundation,establishing thinking goals;clarifying the main lines of teaching,connecting the main questions;selecting teaching materials,creating problem situations;condensing the core questions,decomposing the main questions;presenting questions in an orderly manner,optimizing question expression;establishing thinking levels,making hierarchical presets;answering by presupposition,generating through interaction in the classroom;summarizing and reflecting in time,optimizing again.Fifth,according to the directional requirements of geography methodology for teaching,the strategy of geography classroom question design is proposed,including geography classroom question design should penetrate scale thinking,connection thinking and analysis-comprehensive method.The combination of SOLO classification theory and question design can enrich related theoretical research,and is an important way to optimize classroom question design,help teachers' professional development,implement the concept of curriculum standard,and promote students' thinking development.