| Since 2017,China has comprehensively deepened the education reform policy to promote the evaluation system and guidance methods that need to be updated in the high school stage during the critical period of students’ success.As it has both qualitative and quantitative evaluation,and has the advantages of clear definition and operability,SOLO(structure of the observed learning outcome)classification theory is applicable to evaluate the development level of students’ subject cognition.This research is discussed from the following three aspects:(1)The literature review,the main types of today’s main educational evaluation types,the background of SOLO classification theory,the theoretical concepts at home and abroad,and the current research status of disciplinary practice are basically sorted out.On this basis,according to the evaluation and examination content of the two core competencies of scientific thinking and scientific inquiry in the "General High School Biology Curriculum Standard",the necessity of combining the SOLO classification theory with the practical application of high school biology classroom is proposed;(2)Use questionnaires to investigate the biological core literacy level of high school students,and evaluate their existing literacy qualities,strategies,and abilities through students’ self-assessment,so as to help the subsequent in-depth research;Among them,the most popular science inquiry-based teaching methods are discussed.Among them,the research on guided inquiry-based learning activities is analyzed from the aspects of textbook analysis,content design,question chain setting,evaluation optimization,etc.The results of different thinking levels presented by the questions and answers,and pointed out the teaching objectives related to the "zone of proximal development" under the SOLO level;the research on self-inquiry learning activities discusses the open classroom from the perspectives of activity design,activity operation,and multiple evaluation forms.A new way of cultivating advanced students’ abilities.In the process of practical application,this study found that the biological inquiry-based teaching activities in senior high schools based on the guidance of SOLO classification theory can promote the development of students’ thinking level,and provide a qualitative and procedural evaluation of students’ learning conditions and the improvement of teachers’ teaching quality.,the measurement of open test questions,the construction of high school biology inquiry-based teaching model,the development of curriculum objectives and curriculum plans all provide certain operational guidance. |
