Research On The Creation Of Problem Contexts In High School Geography Classroom Teaching Based On SOLO Classification Theory

The General High School Geography Curriculum Standard(2017 Edition)proposes that according to the students' learning interest and cognitive level,it is necessary to connect the students' living reality and social reality closely,and to create a lively and interesting problem context.The standard also emphasizes the important role of promoting thinking development in developing students' core literacy in geography,thus establishing the status of SOLO classification theory in the assessment of students' thinking structures and even in teaching evaluation.Problem contexts are one of the most important approaches for teachers and students to interact with in high school geography classrooms,and they have a profound impact on the development of students' geographical thinking.By using the SOLO classification theory as a guide,and combining the differences in students' levels of thinking,the study on the creation of problem contexts in geography classrooms can make the creation of problem contexts more relevant.Through the investigation and analysis of the current situation of creating problem context in high school geography classrooms,this study conducted an empirical study on creating problem context based on SOLO classification theory,constructivism theory and contextual teaching theory,and accompany with the requirements of geography core literacy and geography curriculum standards,and through the analysis of two parallel classes in the senior class of Sanya Second Middle School.By analyzing the evaluation indexes such as students' test scores of relevant geography knowledge,the difference of thinking levels,learning interest and problem solving ability before and after participating in the experiment,the effectiveness of problem situation creation teaching based on SOLO classification theory was explored,and the matters that should be noted in problem situation creation based on SOLO classification theory were pointed out.The results of the study are as follows:(1)The results of the questionnaire survey show that: teachers' awareness and attention to problem context creation is not strong,the process of problem contexts lacks the necessary theoretical basis,and the accumulation of materials for problem context creation is insufficient,which resulted in students' low classroom participation and failure to improve their problem awareness and problem solving skills;Teachers do not pay attention to observing and reflecting on the effectiveness of the implementation of problem situation creation instruction.(2)The creation of problem contexts based on SOLO classification theory should pay attention to: enhancing the awareness of problem context creation and learning,focusing on the accumulation of materials and enriching the presentation of problem contexts;grasping the general process of problem context creation based on SOLO classification theory;considering the hierarchy in the creation of problem contexts;the problem contexts created should have a gradient structure,relevance and high SOLO level problems;and the process of teaching should focus on students' responses to the core questions and make dynamic adjustments to the question chain.(3)The mean scores of students' final examinations after the implementation of the program showed that the experimental class had significantly higher scores than the control class,with P = 0.03 < 0.05 for both classes,indicating that there was a significant difference between the final examination scores of the experimental and control classes.(4)The thinking levels of the experimental and control classes at the final examination were: P=0.007<0.05 for single-point structure(U),indicating that there was a significant difference between the experimental and control classes at the level of single-point structure;P=0.044<0.05 for multi-point structure(M),indicating a significant difference between the experimental and control classes at the level of multi-point structure;P= 0.508>0.05 for the correlation structure(R),indicating that there is no significant difference between the experimental and control classes at the level of correlation structure.P=0.506>0.05 for the abstract expansion structure(E),indicating that there was no significant difference between the experimental and control classes in the level of expansion abstract structure.(5)From the analysis of the students' questionnaire data after the teaching practice,the mean scores of the three dimensions of "learning attitude and participation,problem awareness and problem solving ability" were 12.02,12.00 and 11.92 for the experimental class and 11.50,11.54 and 11.54 for the control class respectively.The mean scores of the three dimensions in the experimental class were higher than those in the control class.Thus,it can be seen that the case of creating problem context in high school geography classroom based on SOLO classification theory can effectively improve students' learning interest and participation,problem awareness and problem solving ability.