Research On Classroom Questioning Strategies Of "Financial Accounting Practice" Course For Accounting Majors In Secondary Vocational Schools Based On SOLO Classification Theory

It is the main position of classroom education and teaching,and an important place to improve the quality of vocational education.Classroom questioning is also an important part of classroom education and teaching,which plays an important role in improving the effect of classroom education.At present,however,there are still some shortcomings in teachers’ questioning,such as more questions in class,more formalism,lack of thinking hierarchy in the content of questions in class design,teachers’ questioning in class,fewer questions from students,etc.Therefore,guided by the scientific theory-Solo classification theory,this paper focuses on the course of Financial Accounting Practice for secondary vocational accounting majors,and examines and improves the classroom questions of Financial Accounting Practice for secondary vocational accounting majors.Firstly,this paper makes literature reading and research on classroom questioning,SOLO classification theory and the application of SOLO classification theory in classroom questioning,grasps the research status at home and abroad,and then determines the research content and research scheme.Secondly,taking 51 teachers of Financial Accounting Practice course in a vocational school and 135 students of accounting major in practice school in a city as the research objects,through questionnaires and classroom observation,this paper analyzes the present situation of classroom questioning of Financial Accounting Practice course in vocational accounting major,and gives insight into the main problems.Thirdly,on the basis of finding the existing problems,it expounds the necessity of SOLO classification theory and using SOLO theory to guide classroom questioning,and explores the adaptability between SOLO classification theory and classroom questioning of Financial Accounting Practice.Secondly,it puts forward the classroom questioning framework and strategy of Financial Accounting Practice in secondary vocational accounting major based on SOLO classification theory;In addition,the classroom questioning strategy is applied to the actual teaching,realizing from theory to practice,and providing example guidance for the course teachers of Financial Accounting Practice when applying this questioning strategy in practice;Finally,the main conclusions of this paper are summarized,and the shortcomings and prospects are put forward.Through questionnaire and classroom observation,it is found that the classroom questioning of Financial Accounting Practice lacks structure and systematicness.In order to improve the problems,this paper thinks that the classroom questioning of Financial Accounting Practice in secondary vocational accounting major should set up knowledge questions and situational questions,and puts forward the following strategies:(1)Determine the SOLO level of the questions according to the teaching objectives;Divide knowledge problems according to knowledge coverage and situational problems according to situational complexity;Pay attention to the gradient of the problem chain;Increase the proportion of high-level problems.(2)Reasonably arrange the questioning sessions of different SOLO levels;According to the SOLO level of questions,reserve the waiting time of questions and choose the way to ask questions.(3)Give feedback and evaluation in time;Flexible selection of evaluation subjects;Pay attention to the pertinence of evaluation and reduce rigid and ineffective evaluation;Be good at asking questions and guide students to think deeply.The research shows that SOLO classification theory has certain guidance for the classroom questioning of Financial Accounting Practice course of accounting major in secondary vocational schools,and plays a positive role in improving.