Design Of High School Geographic Unit Problem Chain Based On SOLO Classification Theory

With the advent of the information age and the era of knowledge economy,it has become a common challenge and opportunity for education all over the world to cultivate what kind of talents to better adapt to the requirements of future social development and to assume the responsibilities and missions given by the times.To cope with this challenge,my country is striving to develop from an "educational power" to an "educational power." Therefore,exploring how to improve students’ thinking ability,innovation ability,and practical ability has always been the focus of my country’s education reform.In this context,the Ministry of Education first proposed the concept of "core literacy" in2014,aiming to cultivate students with the necessary qualities and key abilities to meet lifelong development and social needs.Character is the basic quality.From the perspective of geography,it is the way of thinking and behavior of geography.The general high school geography curriculum standards promulgated in 2017 pointed out that comprehensive thinking,regional cognition,and geographic practice are the most basic and most important ways of thinking and abilities in geography.It emphasizes that the key to the cultivation of students’ core literacy in geography lies in students’ thinking.It also pointed out the importance of "problem-based teaching" in senior high school geography teaching,and pointed out the important role of the "observable learning outcome structure" classification theory in promoting the development of students’ thinking structure.The "Observable Learning Outcome Structure" classification theory is the SOLO classification theory developed on the basis of Piaget’s cognitive theory.The core literacy of the subject of geography indicates that the teaching goal of the subject of geography has been upgraded from the knowledge,understanding and memory of knowledge points to the cultivation of key abilities,essential characters and values of the subject of geography.This puts forward higher requirements for teachers.High school geography teachers should Improve the position of teaching design,attach importance to the connection and application of knowledge points,and carry out unit teaching design.This article is guided by SOLO classification theory to explore the design strategy of the problem chain of high school geography unit,aiming to give full play to the role of problems in promoting the development of students’ thinking,and better implement the core literacy of geography.The specific content is divided into the following three parts:The first part: using the literature research method to determine the research direction,significance,related concepts and theoretical basis,and summarize the research status of SOLO classification theory,SOLO classification theory in geography subject application,classroom questioning and question chain design at home and abroad,Established the thinking and content framework of the problem chain design research based on the SOLO classification theory of high school geographic units.The second part: use the literature research method to establish three dimensions of high school geography classroom questioning observation: question design,question implementation,teacher’s answering situation,select relevant classroom videos for classroom video observation,and discover the current high school geography classroom The shortcomings of asking questions.Use the questionnaire method to investigate the use of SOLO classification theory,unit teaching,and unit question chain by current senior high school geography teachers,and conduct data analysis.Current deficiencies in high school geography classroom questioning:1.Question design: Question design tends to test students’ abilities more and more,and the level and gradient between questions is poor.2.Problem implementation: There are differences in the number of occurrences and effects of problems at different levels of thinking,leaving students with insufficient time to think.3.Teacher’s rational answer: limited to the question itself,the feedback lacks depth of thinking,leaving students with short reflection time,and low requirements for students’ professional degree of answering.The third part: Based on the above survey,guided by SOLO classification theory,explore the design principles and strategies of the problem chain of high school geographic units.And choose the natural unit "Population Distribution,Migration and Reasonable Capacity" as an example for case design.