Research On The Dialogue Teaching In Senior High School Mathematics Based On The SOLO Taxonomy Theory

With the introduction and implementation of the 2019 version of the new senior high school mathematics textbook,as well as because of the new college entrance examination reform,the philosophy of education is moving toward the pursuit of a student-centered approach.This requires teachers to make corresponding adjustments to senior high school mathematics classroom teaching in response to the changes in the new curriculum reform.Through learning new theories and updating teaching methods to improve the efficiency and quality of classroom teaching,so that students can better grasp the knowledge and improve the level of thinking.The SOLO taxonomy theory is a qualitative assessment theory that evaluates students by their behavior in answering certain questions in class and classifies their thinking structure.Moreover,the theory is helpful for teachers to grasp of the achievement of course objectives,and it has certain practical significance to apply it in the teaching of senior high school mathematics courses.This study chooses to apply the SOLO taxonomy theory to the dialogue teaching of senior high school mathematics,guided by constructivism theory and migration theory,and mainly adopts literature method and survey method to investigate and research the current situation of dialogue-based teaching in senior high school mathematics by questionnaire,observation and interview.Through the survey,we found that the current form of teacher-student dialogue in senior high school mathematics classroom teaching is relatively simple,and the teaching mode is still a relatively traditional one.Teachers still control the main body of the classroom,and students’ initiative and participation are not high.Moreover,teachers are still missing the evaluation link for classroom dialogue.Based on the research results of experts,this study establishes the course objective achievement standard and learning effect evaluation model of dialogue teaching based on the SOLO taxonomy theory.It also puts forward the dialogue principles and strategies in senior high school mathematics classroom teaching.Based on this,this study combines the SOLO taxonomy theory with the dialogue teaching model to practice teaching specific cases in conic sections in senior high school.The teaching principles and strategies are formulated according to the mind map and goal achievement standard.The contents of conic sections are analyzed and the teaching design is updated.Finally,a comparative experimental study was conducted to test the effectiveness of the practice,and a post-class test paper was used to test students’ knowledge mastery and evaluate their thinking level.According to the results of the study,it is concluded that the application of the dialogue teaching model based on the SOLO taxonomy theory in senior high school mathematics teaching is conducive to improving students’ mastery of knowledge and the level of learning thinking levels.Establishing classroom investigation and evaluation through the evaluation model helps teachers’ evaluation mode not be limited to test scores,but can evaluate students’ thinking from various aspects,and can guide and give feedback to students in different levels.The model also helps students to grasp the level of their knowledge,to learn and review in a targeted manner,and to achieve self-development.