An Application Investigation Of Biology Teaching Using Tandem Question Stratified With SOLO Classfication Theory In High School

The ordinary high school biology curriculum standard（2020 revised edition 2017）explicitly put forward in the teaching to promote the students’ scientific thinking,to improve the effectiveness of the problem of teaching,promote the development of teachers’ professional skills,this study combines the SOLO classification theory and problems of teaching,design problems from the perspective of students’ scientific thinking teaching,The teaching process of question string based on SOLO classification theory is constructed and applied to biology teaching in high school,so as to promote the effectiveness of question string teaching,improve students’ scientific thinking,and provide relevant teaching reference for biology teachers.This study mainly includes two parts: 1)Construct the teaching process of question string based on SOLO classification theory.Firstly,the literature research method was adopted to study the relevant contents of SOLO classification theory and problem string teaching.Combined with relevant literatures,the research status of SOLO classification theory and problem string teaching and problem string teaching based on SOLO classification theory at home and abroad were summarized,and the concept and theoretical basis of problem string teaching based on SOLO classification theory were clarified.Secondly,from the perspective of students and teachers,the specific situation of biology teaching in senior high school and teachers’ attitude and understanding of the teaching based on SOLO classification theory are understood.Finally,on the basis of previous studies,this paper proposes the principle of question string teaching based on SOLO classification theory and constructs a question string teaching process based on SOLO classification theory,and designs teaching cases based on this process.2)The teaching process of problem string based on SOLO classification theory is applied to high school biology by experimental research method to test the effectiveness of teaching problem string based on SOLO classification theory.First of all,through the analysis of the first monthly test scores of students in each class,to randomly select two classes for teaching experiment,to ensure that there is no difference in the first monthly test scores of students in these two classes;After that,biological problem series teaching based on SOLO classification theory was carried out for students in the experimental class,while the other class was given differential teaching.Corresponding questions were selected according to SOLO classification theory to prepare SOLO questions and corresponding scoring standards,so as to detect the changes in students’ scientific thinking before and after the experiment.Finally,the phased learning outcomes of students were tested through unit tests to further verify the effectiveness of the problem-series teaching process based on SOLO classification theory.Finally,the practical results show that the problem teaching based on SOLO classification theory can improve students’ scientific thinking ability and phased learning performance,which further shows that the problem teaching based on SOLO classification theory is effective.