Research On Problem-Leading Method In History Teaching Of High School From The Perspective Of SOLO Taxonomy

Problem-leading method refers to the teaching method that teachers take problems as clues in teaching,guide students to actively think,analyze and solve problems,promote the development of students’ thinking,and achieve the teaching objectives.Under the guidance of the new curriculum concept of "student-development-oriented",in order to cultivate students’ core quality of history,teachers usually take Problem-leading method as the breakthrough point of teaching.Therefore,Problem-leading method is widely used.In the current teaching practice,there are still some problems in Problem-leading teaching,such as the low enthusiasm of some students to participate in class,the weak awareness of students to explore problems,the lack of hierarchy of the questions designed by teachers,and the lack of pertinent guidance and evaluation of teachers.This leads to the formalization tendency of Problem-leading teaching,which is difficult to play its due value.SOLO taxonomy is a qualitative evaluation method mainly characterized by "grade description".This method divides students’ thinking development from simple to complex into five SOLO levels,which can help teachers judge students’ thinking level scientifically according to their answers to a certain question.SOLO taxonomy is also helpful for teachers to reasonably design the gradient of teaching questions and enhance the effectiveness of teaching.The introduction of SOLO taxonomy into Problem-leading teaching is useful for teachers to solve existing problems in Problem-leading teaching.Specific implementation strategies are as follows:First,teachers test students’ thinking level through guidance questions,analyze students’ learning needs,and determine hierarchical learning objectives.Second,teachers design questions with different SOLO levels according to students’thinking differences.Third,teachers should optimize group cooperation,guide students to answer questions in time,and evaluate students scientifically.The author verified the feasibility of the above teaching strategies through the teaching practice of Lesson 17 "The Exploration of National Outlet and the Intensification of Aggression by Foreign Powers" in Outline of Chinese and Foreign History(Part 1).After teaching reflection,the author also found the shortcomings in the teaching process,such as more content in class,part of the links rushed to end.The author optimized individual strategies according to the actual situation of teaching in order to enhance the practicability and scientificity of implementation strategies.