Application Of SOLO Classification Evaluation Theory In Biology Teaching Practice In Senior High School

Under the background of New Course Education Reform,it has been a major topic to train students’ core literacy.Scientific thinking is a key component of Biology core literacy,emphasizing the assessment of students from multiple perspectives such as knowledge and thinking,and giving full play to the promotion role of assessment in the process of students’ development.However,in classroom instruction,most teachers continue to attach greater importance to knowledge transfer,and do not have the ability to train the students’ thinking ability.In order to implement the task of developing students’ scientific thinking,there is therefore a need for a tool to scientifically assess students’ thinking skills,and the SOLO theory of categorical assessment fits in highly.SOLO(which stands for Structure of the Observed Learning Outcome),a theory established by Professors John Biggs and Kevin Collis to evaluate the structural level of students’ thinking based on Piaget’s stage theory of cognitive development,considers that the structure of one’s thinking exhibited in answering a certain question is detectable and is called "structure of observable learning outcomes",therefore,this project applies the SOLO classification evaluation theory to the integration of biology instructional design,classroom instruction,and instructional evaluation in order to build SOLO classification theory in senior biology teaching.In this research,the methods of document analysis,experiment study,class observation,interview and data analysis were adopted.Firstly,the literature analysis method was used to sort out the current status of SOLO categorical evaluation theory in domestic and international research.It was found that this theory is widely used in many subjects such as history,geography,mathematics,and foreign languages,but there is less research in the subject area of biology,therefore,this study is very valuable.Second,the experimental research method was used to conduct regular teaching in the control class and experimental teaching incorporating SOLO classification evaluation theory in the experimental class to investigate whether the teaching incorporating SOLO classification theory has significant promotion effect and practical operability on the improvement of students’ thinking ability.During the experiment,classroom observation was used to record the students’ performance,and after the experiment,the students’ performance was analyzed by using SPSS software,and finally,interviews were conducted to understand the feedback and suggestions of front-line teachers and students on the effect of teaching incorporating SOLO classification evaluation theory.This thesis is divided into five parts: The first part is mainly about the background,present situation,aim and significance of the study,the method and the technique of the research.The second part introduces the concepts,basic connotation and theoretical foundation of SOLO evaluation theory and the current status of domestic and international research.The third part is the main body of this thesis,which determines the classroom teaching objectives,processes,methods and evaluation application to biology teaching practice based on SOLO classification theory.The fourth part presents the findings and the analysis of the reasons.In the fifth part,interviews with teachers and students were carried out to find out how they felt about the application of SOLO classification assessment theory in teaching and learning and to adopt suggestions for future teaching.The analysis of the study concluded that teaching biology incorporating SOLO categorical assessment theory would result in more active and clearer thinking in terms of classroom performance,and in terms of student achievement,the experimental class performed slightly better than the control class.It is helpful for teachers to prepare and carry out their teaching work as well as to obtain feedback information,and it provides them with some new ideas for teaching thinking and developing students’ core science literacy.Therefore,the integration of SOLO categorical assessment theory in the field of biology is operable and to some extent better than traditional teaching,moreover,it is helpful to evaluate students’ thinking ability scientifically and improve their thinking ability,and has a certain feasibility and effectiveness.