Research On The Application Of SOLO Taxonomy In Senior High School Biology Teaching Design

Biology is a major course in senior high school,which is distinguished from other disciplines.With the implementation of basic education reform measures,high school biology teaching has shifted from test-taking to focusing on students' own development."Taking students as the main body and promoting students' all-round quality improvement" has become the basic teaching concept."Biology Curriculum Standards for Ordinary Senior High Schools"(revised in 2020,2017)clearly puts forward that the cultivation of students' core literacy should be comprehensively implemented from four dimensions: life concept,scientific thinking,scientific inquiry and social responsibility.This shows that the success of education should not only be based on test scores,but also on whether the overall quality of students is improved.Teaching design bears the teacher's assumption of a lesson,which directly affects the students' mastery of knowledge,and then affects the improvement of students' ability.The SOLO taxonomy describes student learning in five hierarchical levels related to the student's ability to apply concepts in answering questions,connect concepts together coherently,and relate concepts to new ideas,which is a qualitative evaluation method characterized by grade evaluation.This study applied SOLO classification theory to guide high school biology instructional design.The objectives were to explore new ideas for high school biology instructional design,promote the improvement of students' thinking skills,and implement the cultivation of core literacy for students.This paper uses the literature research method to first sort out the theoretical meanings and research development overview of SOLO taxonomy and instructional design.Secondly,through the questionnaire,we knew the current situation of biology teaching design in senior high school and the level of students' thinking development.Finally,under the guidance of SOLO taxonomy,three teaching designs were completed and applied to teaching practice,exploring the scientific path of optimizing teaching design and promoting students' thinking development by using SOLO taxonomy.The specific research process is as follows:By studying the literature and related books,this paper sorted out the emergence of SOLO taxonomy and its research progress at home and abroad.The basic contents and application situation of SOLO taxonomy at home and abroad were sorted out in detail.On this basis,it defined the concepts of SOLO taxonomy and instructional design.Questionnaires were distributed randomly to senior high school biology teachers in H city to investigate the general situation of senior high school biology teaching design,so as to provide reference for the following teaching design.Through the distribution of student questionnaires to Grade One students of B middle school in H city,we understood the development of students' thinking.On the basis of previous theoretical research,SOLO taxonomy was applied to biology teaching design of senior high school,and the development of students' thinking was evaluated.While paying attention to how much knowledge students have mastered,more attention was paid to the degree to which students' thinking has developed.According to the actual situation,the author selected three sections: the structure and function of cell membrane,the division of labor and cooperation among organelles,and the structure and function of nucleus for teaching design and practice.SOLO taxonomy was mainly used to guide teaching material analysis,analysis of learning situation,analysis of teaching objectives,arrangement of teaching activities and setting of classroom problems.The results of the study showed that,for the students who have just entered into senior high school,their thinking ability is at a critical stage.It was suggested that students' flexibility in answering questions,profundity in thinking,creativity in explaining questions and criticism in analyzing questions need to be further improved in the process of biology study.As an important part of senior high school study,biology is an important subject to cultivate students' thinking and improve their core literacy.Therefore,high school biology teachers should give full play to the role of biology as a subject to lay the foundation for students' deep and lifelong learning.It was found that SOLO taxonomy can promote the development of students' thinking to a higher level to some extent,and it can become a powerful tool for teachers to cultivate their core literacy and implement the integration of "teaching-learning-evaluation".