Based On SOLO Classification Theory In High School Biology Review Class Applied Research In Teaching

With the introduction of the college entrance examination evaluation system,the need for new curriculum reforms,and the proposal of the core literacy concept of the subject,setting biology examination papers has become more and more focus on students' comprehensive quality and scientific thinking ability.To evaluate students in a visualizing and diversifying way,here we applied the SOLO classification theory(Structure of the Observed Learning Outcome)to the teaching of high school biology review classes in this research.This thesis elaborated the topic background,research purpose and significance from the two perspectives of the requirements of the new curriculum standard and the changes in the level of high school biology.It used the literature research method to sort out SOLO's research status at home and abroad,and the definition of the concept.In order to better guide the teaching based on the SOLO classification theory,this article had studied through analyzing the textbooks,identifying reasonable teaching goals,selecting appropriate teaching methods,and optimizing teaching evaluation,which would make teaching design is more optimized and implement perspective foundation for teaching.Based on the teaching design strategy of SOLO classification theory,two teaching cases were compiled: Special Topics on Cellular Respiration Review and Examination Paper Evaluation Lectures.This study used the ”Middle School Students' Learning Process Questionnaire(LPQ)”questionnaire survey method to investigate the academic conditions of senior middle school students in the biology review class,and at the same time served it's result as an entry point for practical research.Using Senior Three Biology Placement Test Questions as a pre-test tool,two parallel classes with no significant differences were selected.The control class adopted the traditional teaching mode for teaching,while the experiment class implemented the SOLO classification theory.After one semester of practical teaching,the Quality Test of General High Schools as a post-test tool was used to compare the differences in the thinking level of the students in these two classes,used spss25.0 software to statistic and analyze on the data obtained from the pre-test and post-test.The analysis results showed that the thinking levels of the two classes were not significantly different from the original ones,but significant differences appeared after teaching practice.The students in experiment class' s multi-point structure,associative structure and abstract expansion structure thinking level are obviously higher than those in control class.Finally,through interviews with some students and teachers in experiment class,we further explored its practical significance.In summary,the high school biology review teaching based on the SOLO classification theory promoted the development of students' thinking level and stayed ahead of the traditional biology review teaching to a certain extent,which has certain feasibility.There was some main conclusions as follows:(1)It is conducive to the arrangement of teaching design.To guide the teaching of high school biology review courses based on SOLO classification theory is beneficial for teachers to combine students' actual thinking level to formulate appropriate teaching goals,find appropriate teaching methods,pay attention to the process of teaching evaluation,and meet the teaching concept of core literacy in learning,teaching,and evaluation.(2)It is advantageous to improving the efficiency in a review class.In a real biological review class guided by the SOLO classification theory,according to the different thinking levels of different students,the teaching problems are ingeniously set up,from shallow to deep,from point to point.What's more,we would take care of every student as much as possible by mutual assistance in groups.(3)It is instrumental in better feedback teaching.Classroom teaching based on SOLO classification theory can be adjusted in time according to students' learning dynamics.The innovation of this paper is to diagnose the students' academic conditions based on the SOLO classification theory,and then evaluate the textbooks,set teaching goals,select teaching methods,and talk about teaching evaluations based on the students' academic conditions and the SOLO classification theory.Teaching based on SOLO classification theory provides more options for the implementation of high school biology review courses.