Research On The Hierarchical Design And Application Of High School Physics Homework Based On SOLO Classification Theory

As an important part of teaching,homework has the function of consolidating knowledge and checking the teaching effect.Assignment is not only a way for students to consolidate knowledge,develop independent thinking and creative thinking skills,form good learning habits and master basic skills,but also a need for teachers to guide teaching,improve teaching methods and enhance teaching quality.Assignment design can both meet students’ development needs and promote teachers’ professional development.By combining with SOLO classification theory,this paper aims to improve the efficiency of high school physics homework stratification and to take into account the developmental needs of students at different levels.The practice of homework stratification usually involves stratifying students and then assigning different levels of homework to students at different levels,but students will show different learning at each stage,and even at the same stage there are large changes that are reflected in fluctuating grades,which brings great uncertainty to stratification and increases the burden of homework design and marking and assessment for teachers.In addition,the act of labeling students may cause them to resist psychologically.Therefore,the concept of tiered homework proposed in this paper is to tier only the homework exercises but not the students.Based on the five levels of SOLO classification theory: pre-structural level,single-structural level,multi-structural level,associative structural level,and abstract extension structural level,the scientific stratification of homework exercises can be realized,and students can complete different levels of exercises according to their own ability,so that one homework can meet the developmental needs of different students,and it can also reduce the burden of teachers in designing and grading the stratified homework.This thesis consists of six parts.Chapter 1 is the introduction section,which introduces the background of this thesis,the status of domestic and international research,the significance of the research,the content of the research,and the research method.Chapter 2 then defines the concept of assignment,the understanding of tiered assignment and the theoretical basis of SOLO classification.Chapter 3 is a questionnaire survey of high school physics teachers in Guangxi Zhuang Autonomous Region on the situation of tiered homework to understand teachers’ attitudes toward after-school homework,the content of homework assignments,the way of homework marking,as well as the degree of agreement with tiered homework and the difficulties they face.Chapter 4 is to solve the problems found in the survey,and proposes a strategy for the design and implementation of stratified homework in high school physics based on the SOLO classification theory,including the determination of the unit homework objectives in homework design based on the teaching objectives,the basic forms of homework design including selection and reorganization,change and improvement,independent creation,and free combination of multiple ways,as well as the setting of right and wrong questions,multiple choice questions,fill-in-the-blank questions and calculation questions.The homework should be set in a selective way;students need to be guided in a hierarchical way before completing the homework;the homework should be marked and corrected as much as possible in order to understand the actual learning situation of students;statistical analysis can be done with the help of information technology;assessment and counseling is an indispensable part of the homework implementation process.Chapter 5 is the corresponding application of homework tiered design,using senior students as the application object,designing a large unit of tiered homework and implementing it,giving feedback on the effect of tiered homework in two aspects after implementation: one is to investigate students’ real feelings,face-to-face conversation to understand students’ actual ideas,and the other is to analyze whether students’ learning ability has been improved through the results of the weekly unit test.Chapter 6 summarizes the thesis,points out the shortcomings of this paper,and clarifies the future research development direction.