Research On Application Of The SOLO Taxonomy In "Problem Research" Column In Senior High School Textbook

With the launch of the standard for general senior high school geography which is published in 2017,the central attainment of geography has entered the view of high school geography classes.It's appearance created the promotion of changing the knowledge of teaching material into practical application,which is also a test of students' practical capabilities,as well as a test of students' geographical thinking dimension and logic gradation.In order to promote the training of geographical central attainment better,teachers are supposed to rethink on the methods of daily teaching or evaluation.Therefore,the new standard suggests that,basing on the the advantages of traditional teaching model,we should try to have more access to the problem instruction and the thinking evaluation method.Thus,in daily teaching and the class teaching design,we should pay more attention to the evaluation of thinking structure,which is focused on training students' geographical thinking level,not only using the problem instruction effectively,in order to promote students' geographical central attainment.However,as a kind of thinking evaluation theory,SOLO Taxonomy can analyse the thinking level or the logical dimension of daily geography teaching.Coincidentally,the "Problem Research" column in high school geography textbooks is an important carrier of problem-based teaching.Being related to the SOLO Taxonomy,there are many papers about teaching design.But there is a lack of empirical research of the connection between SOLO Taxonomy and the "Problem Research" column.There are still unknown point in the integration of theory and practice,which need us to explore in the future.Thus,this research still has huge prospect.Following the the new standard,we take SOLO Taxonomy as the main theory for supporting.By analysing papers,calculating the data,or doing an teaching experiment,combined with specific teaching in class,this study analyzed the SOLO Taxonomy's application in the "Problem Research" column,for providing reference and guidance for the teaching methods of the "Problem Research" column.Following is the specific research:First of all,after collecting and analyzing the literature in recent decades,understanding the research background and current situation of SOLO Taxonomy,looking for the origin and development of SOLO Taxonomy and more supporting theories,this research defined some related concepts.Defining,framing the research question,and deriving the meaning of the research.Secondly,on the basis of the SOLO Taxonomy,the SOLO level division is carried out for the problems in the "Problem Research" column in the geography textbook which is new PEP edition,and the results of the division are subjected to multi-angle statistics and analysis,and the SOLO Taxonomy is obtained.Application in the "Problem Research" column.Thirdly,taking the "What is the Chongming Island's look like in the future" in the "Problem Research" column at the end of Chapter 2 of the Geography Selective BOOK1 of PEP edition as an example,the SOLO Taxonomy is integrated into the entire teaching implementation process of the "Problem Research" column Among them,by compiling instructional design under the basement of SOLO theory,pretest questions and post-test questions of geography,and setting up control experiments,the implementation of the "Problem Research" column under the basement of SOLO Taxonomy has shown.And verify the validity and scientificity of the SOLO Taxonomy in the "Problem Research" column,reflecting that the "Problem Research" column based on SOLO stratification is in line with the students' cognitive development law,which is helpful to improve students' thinking level and learning quality.Finally,the main conclusions of this study are drawn: 1.The SOLO Taxonomy is well applied in the "Problem Research" column.The "Problem Research" column in the five geography textbooks covers all SOLO thinking levels,and the quantity and proportion are arranged reasonably.The overall focus on topics with a higher level of thinking is conducive to cultivating and improving the level of logical thinking of learners.2.By comparison,the proportion of topics at the middle and high SOLO levels in different textbooks is slightly different.In the textbooks with physical geography as the main content,the proportion of middle and low-level problems is relatively large;in the textbooks with human geography and regional geography as the main content,the proportion of problems in the middle and high SOLO levels is relatively large.3.The implementation effect of the "Problem Research" column after the division of SOLO thinking level is remarkable.It can be seen that on the basis of grasping the thinking levels of each problem in the "Problem Research" column,it is more conducive to the implementation of teaching.This teaching method conforms to the thinking chain,from simple to complex,and progressive.At the same time,some suggestions are put forward for some problems encountered in the implementation of the "Problem Research" column.In addition,we pointed some insufficient things of this research,and the prospects for the future development of the SOLO Taxonomy in geography teaching and the implementation of the "problem research" column in the future are expressed.