Practical Research On The Application Of SOLO Classification Theory In High School Physics Teaching Design

At present,the implementation and promotion of the new curriculum is the focus of my country's basic education reform.In order to further implement "the fundamental task of fostering virtue through education and give full play to the educational function of the physics discipline itself,the new curriculum standard is optimized and improved on the original basis,and emphasis is placed on the design and implementation of physics curriculum oriented towards the core literacy of the discipline.Admittedly,the achievement of the cultivation goals of core literacy is the improvement of students' thinking level in substance.However,thinking is a dynamic abstract concept,and it is often difficult for teachers to capture and track individual thinking in teaching,resulting in no way to improve students' thinking.This is the problem of current teaching.SOLO classification theory is a qualitative evaluation method that classifies thinking levels.By observing students' responses to a specific learning task,the existing thinking level is graded,so as to realize the "externalization" of thinking,this abstract concept is presented concretely.Based on this theory to guide the teaching design,the traditional teaching design can be optimized at the thinking level,which not only meets the requirements of the new curriculum reform,but also promotes the development of the new curriculum reform.By investigating and sorting out the relevant literatures of SOLO classification theory,the research applies SOLO classification theory to multiple teaching procedures of a teaching design,such as the determination of teaching starting point,the analysis of teaching objectives,the selection of teaching methods,the setting of effective questioning and the implementation of teaching evaluation.In addition,the teaching design cases based on the SOLO classification theory are presented by taking "Newton's third law" and "synthesis and decomposition of force" as examples.After a detailed analysis at the theoretical level,the author further carried out educational practice research,formally applied the designed teaching case to actual classroom teaching.Students' responses were observed by issuing pre-test and post-test papers,and SPSS software was used for correlation analysis of the data obtained from the experiment,to observe whether the students' thinking levels had been significantly improved,so as to verify the scientificity and effectiveness of the SOLO classification theory in guiding high school physics teaching design.The research results show that guiding teaching design based on SOLO classification theory can effectively improve students' thinking level and learning quality,and further promote the achievement of high school physics core literacy goals.