A Comparative Study On Classroom Questions Of Expert Teachers And Novice Teachers Based On SOLO Theory

The Geography Curriculum Standard for Ordinary Senior High Schools(2017 Edition)(hereinafter referred to as the "New Curriculum Standard")clearly states that the cultivation of core geographic literacy should pay attention to the development of students' thinking in the learning process,and teachers should carry out evaluation of thinking structure in teaching.In addition,the new curriculum standard also pointed out that the evaluation of thinking structure can be based on the classification theory of "observable learning outcome structure",that is,SOLO theory.Class questioning is an important part of classroom teaching and plays a role in promoting the development of students' thinking.However,there is a huge difference between expert teachers and novice teachers in the thinking-promoting function of questioning in class.In order to investigate the differences in the thinking-promoting functions of expert teachers and novice teachers in classroom questioning,and to propose specific and actionable development strategies for novice teachers,this paper,under the guidance of the "New Curriculum Standard",conducts a comparative study of high school geography based on SOLO theory.The current situation of classroom questioning among expert teachers and novice teachers.The research conclusions are as follows:(1)Based on the comparison of novice teachers and expert teachers' classroom questions,the problems existing in novice teachers' classroom questions are summarized.Through the methods of questionnaire survey and classroom observation,the present situation of classroom questioning of expert teachers and novice teachers is compared and researched,and it is found that there are the following problems in the classroom questioning of novice teachers:(1)There is a gap between the level of questioning and the requirements of the curriculum standard;(2)The design of the question chain lacks logic and hierarchy;(3)The selection of the respondent is unreasonable;(4)Single way of thinking guide and inspiration;The content of the answer is rigid,simple,and not specific;(7)The form of the rationale is simple and without connotation.(2)Analyze the reasons for the problems existing in the classroom questions of novice teachers.According to the problems existing in the novice teachers' classroom questions,the interview method was used to investigate 8 novice teachers,and combined with the interview results,the reasons for the problems in the novice teachers' classroom questions were analyzed mainly including:(1)The analysis of the curriculum standard is not in place,and the theoretical and practical ability is weak;(2)The lack of theoretical guidance,ignoring the design of the problem chain;(3)The emphasis on knowledge transfer,ignoring the cultivation of thinking;(4)The teaching ability is weak,and it is difficult to guide the thinking advanced;Strong recessiveness,difficult to evaluate;(6)Focus on the questioning process,ignoring the importance of rational answers.(3)Based on SOLO theory,this paper proposes a development strategy for novice teachers to ask questions in the classroom.Combined with the reasons for the existence of the problem,under the guidance of SOLO theory,development strategies for novice teachers are proposed,including:(1)The positioning of the curriculum standard is accurate and clear,and it falls into practice;(2)The design of the problem chain penetrates the relevant theories;(3)Actively study and practice to enhance the awareness and ability of thinking;(4)Observe the teaching of expert teachers and learn teaching strategies;Establish a thinking evaluation system;(6)Highlight the pertinence and inspiration of the reasoning.(4)The optimized case proves that SOLO theory and development strategies can indeed improve the novice teacher's classroom questioning level.Under the guidance of SOLO theory and development strategy,the implementation of classroom questioning optimization cases for "The Impact of Changes in Transportation Modes and Layouts" is carried out,and a novice teacher is selected to compare with the teaching cases of the same class examples,and 3 observers are invited to pass the The classroom evaluation scale scores two classes and compares the scores of the two classes.The results show that the SOLO theory and development strategies have an obvious guiding effect on the thinking promotion function of novice teachers' classroom questions.Under the guidance of SOLO theory,this paper compares the classroom questions of expert teachers and novice teachers through the questionnaire survey method and classroom observation method,summarizes the problems existing in the classroom questions of novice teachers,analyzes the causes of the problems with the interview method,and proposes development strategies.Finally,combined with SOLO theory and development strategy,the case implementation is carried out,and the classroom evaluation results of the case implementation are compared with the classroom evaluation results of novice teachers.Through the combination of theory and practice,it is proved that SOLO theory is beneficial to improve the level of novice teachers' classroom questioning,especially in the thinking-promoting function of classroom questioning.