A Study Of High School Chinese Prepssignment Based On The SOLO Taxonomy

Pre-assignment is a kind of learning task set by teachers to let students learn independently before class according to teaching objectives and students’ learning conditions,and is a carrier for cultivating the core literacy of the subject.In actual teaching,teachers have insufficient understanding of high school Chinese pre-assignment,equating it with basic preview assignment,and there are problems such as weak design awareness of pre-assignment and lack of scientific implementation strategy,which hinders the cultivation of students’ core literacy to a certain extent.Therefore,this paper takes the application of high school Chinese pre-assignment as the research object,introduces SOLO Taxonomy as the guiding theory and evaluation tool for pre-assignment design,and explores the design and implementation strategy of high school Chinese pre-assignment based on SOLO Taxonomy,so as to achieve the purpose of improving the implementation effect of high school Chinese pre-assignment and continuously improving students’ Chinese core literacy.In this paper,the research objectives and research methods are clarified through the introduction,and the concepts of pre-assignment and SOLO Taxonomy are defined in the first chapter.In the second chapter,through questionnaires and interview methods,it is summarized and analyzed that there are problems such as teachers’ low awareness of the use of high school Chinese pre-assignment,ambiguous task objectives,insufficient design methods,and lack of evaluation mechanism.In the third chapter,this paper explores the necessity and feasibility of high school Chinese pre-assignment design based on SOLO Taxonomy through literature research.Based on the analysis of the reasons for the dilemma of pre-assignment implementation,this paper uses SOLO Taxonomy to put forward implementation suggestions from the aspects of pre-assignment implementation,such as principles,teaching links,goal setting,content design,and evaluation mechanism.Firstly,the preassignment based on SOLO Taxonomy should follow the principles of objective,inquiry,openness,progressiveness and situationality.Secondly,in terms of implementation strategies,this paper proposes coping strategies for the causes of the dilemma of Chinese pre-assignment teaching in high school.First,the teaching environment,where schools and teachers work together to improve the implementation of pre-assignment;The second is to determine the goal,analyze the course standards,teaching materials,and learning situation,and clarify the positioning of the pre-assignment;The third is content design,using SOLO Taxonomy to formulate the difficulty level of pre-assignment;The fourth is evaluation feedback: establish an effective and scientific mechanism to improve the implementation effect of pre-assignment.In order to test the feasibility and effectiveness of the above implementation principles and strategies,this study carried out the teaching case practice of "Qiang Jinjiu" and "The Old Man and the Sea".By sorting out classroom teaching records,pre-assignment results and students’ learning feedback,it is found that the pre-assignment based on SOLO Taxonomy is effective in improving students’ language learning literacy and ability,and the difficulty level of pre-assignment and students’ completion of pre-assignment are positively correlated with the cultivation of students’ Chinese core literacy.After two rounds of teaching practice,through the implementation of the pre-assignment based on SOLO Taxonomy,the following conclusions are drawn:First,SOLO Taxonomy is helpful to improve the scientificity and effectiveness of high school Chinese pre-assignment.The pre-assignment based on SOLO Taxonomy is conducive to the continuous generation,development and improvement of students’ core literacy in Chinese subjects.Second,by timely analysis of the feedback results of high school Chinese preassignment based on SOLO Taxonomy,teachers can clarify students’ learning level,adjust teaching design,and improve classroom teaching efficiency.Third,through the high school Chinese pre-assignment based on SOLO Taxonomy,students can clarify the learning goals,stimulate the intrinsic learning motivation,and effectively enhance the autonomy of high school students’ language learning.