Practical Research On "special Review" Of High School Geography Based On SOLO Classification Theory

At present,the cultivation of core literacy of geography has become the top priority of teaching and research.Paying attention to the development of students' thinking in the process of geography learning has positive significance for the cultivation of core literacy.The development of geographic thinking is a continuous process that requires the effective implementation of a systematic design curriculum.In the geography review course,the teaching in the unit of class hours still repeats the knowledge already learned by the students,which is necessary but lacks attractiveness and quality to advance.It is necessary to innovate the teaching method of geography review,carry out the evaluation of thinking structure,avoid focusing only on students' right and wrong or the implementation of a single knowledge point,and systematically pay attention to the complete cognitive process of students' geography learning.This study firstly sorts out the research status of SOLO classification theory and geography topic review,determines the suitability of applying SOLO classification theory to high school geography topic review,and tests its effectiveness in improving students' thinking structure level through teaching control experiments.through the questionnaire,it is found that the front-line geography teachers do not know enough understanding of the SOLO classification theory,and although there is practice in the review,there is a lack of research.Secondly,it analyzing the SOLO level reflected in the geography questions of the national college entrance examination in the past three years,and finds that the examination of multi-point structure and correlation structure is the main method,and draws the teaching inspiration should be paid to the creation of the situation and the optimization of the evaluation design.Constructed the geography topic review teaching path based on the SOLO classification theory.After pre-test of the thinking structure level of the students in the two classes,it is concluded that the composition of the SOLO level of the two classes is close and the proportion of the association structure is insufficient.Finally,the teaching experiment was carried out,use post-test questions to test the SOLO level after class.Comparing and analyzing the post-test results of the experiment and the pre-test results,it is concluded that the thematic review applying the SOLO classification theory has a promoting effect on improving the level of students' thinking structure,and has a significant effect on reaching the level of abstract expansion structure.This paper applies SOLO classification theory to the practical research of high school geography topic review,and provides teaching cases for teachers to design review courses,which is helpful for teachers to deeply understand the connotation and application of SOLO classification theory,promote the development of qualitative evaluation of students,and focus on students' solving geographical problems The development of thinking structure is conducive to the cultivation of geographic core literacy.However,reflecting on this research,it is still necessary to further scientifically develop and evaluate students' SOLO level tools,and expand the scope of experiments to enhance the reliability of the research.