| Under the background of deepening curriculum reform,geography teaching design should not only satisfy students’ understanding and mastery of knowledge,but also promote students’ thinking and ability.SOLO classification theory,as a theory based on qualitative evaluation,can carry out scientific teaching design and teaching according to curriculum standards and students’ thinking levels.It can be seen from the research status at home and abroad that SOLO classification theory has broad research prospects in guiding the teaching design and application of high school geography.How to play the positive role of the theory in the teaching design of high school geography has strong research value,and has gradually gained the attention of researchers.Under the guidance of SOLO classification theory,cognitive development stage theory,educational objective classification theory,individualized teaching theory and zone of proximal development theory,this thesis studies from the following aspects.Firstly,this thesis introduces the research background of this thesis.At the same time,literature review method is used to analyze the research status at home and abroad,find its deficiencies and discuss the significance of this thesis.Secondly,the concept of SOLO classification theory and teaching design is defined,and the theoretical basis of this thesis is introduced.Thirdly,a questionnaire survey is conducted on the current situation of high school geography teachers’ teaching design by using the method of questionnaire survey,and the existing problems in the current geography teaching design are found,and the feasibility of high school geography teaching design based on SOLO classification theory is analyzed.Then,the case study method was used to create the principles and links of high school geography teaching design based on SOLO classification theory,and the teaching design cases based on the theory were designed on the basis of the traditional teaching design cases.Finally,using the experimental approach,respectively to the traditional teaching design and implementation based on the theory of teaching design,and from two aspects of students’ learning results and thinking level to evaluate based on the theory of geography teaching effect,according to the theory of performance evaluation and the application in the process of discovery,put forward the corresponding optimization strategy of teaching.Research findings :（1）In the context of new curriculum standards,new textbooks,the teaching design and application of high school geography system based on SOLO classification theory can overcome the shortcomings of previous studies based on old curriculum standards,old textbooks and trivial research systems,making the research in related fields more contemporary and systematic.（2）There are some problems in the current geography teaching design of senior high schools,such as the use of single teaching methods,the emphasis on teaching and the neglect of evaluation,and the excessive emphasis on exam-oriented education.In view of these problems,this study proposes that the teaching design of high school geography based on SOLO classification theory is more feasible,and further verifies its teaching effect.（3）High school geography teaching design based on SOLO classification theory can help high school geography teachers improve teaching design and improve teaching quality.At the same time,it can also help students improve their academic performance and thinking level.（4）Through teaching implementation,teaching effect evaluation and deficiencies found in the research process,the optimization strategy of high school geography design based on SOLO classification theory is concluded: Fully understand students’ learning situation and grasp students’ thinking stratification;Specialize in SOLO classification theory to improve geography teaching ability;The establishment of student files,dynamic tracking of students’ thinking levels. |
