Research On The Application Of SOLO Theory-based Question Chain In High School Geography Process Knowledge Teachin

The implementation recommendations in the General High School Geography Curriculum Standards(2017 Edition Revised 2020)clearly suggest an emphasis on problem-based teaching and the development of thinking structure assessments.Questions are the basis for teachers to develop problem-based instruction and an important vehicle for highlighting students’ thinking.A chain of independent problems linked to each other to form a chain of problems in line with students’ cognitive development can not only promote the development of students’ thinking,but also reproduce the geographic process.The use of SOLO theory in practical teaching can externalize students’ thinking process,which helps teachers grasp the changing situation of students’ thinking and adjust the teaching content.This study designs problem chains based on SOLO theory and applies them to the teaching of process knowledge in high school geography in order to reproduce the geographic process,grasp the development process of students’ thinking,and cultivate and improve students’ thinking ability and level.First of all,based on the results of teachers’ and students’ questionnaires,we can see that there are some problems in the application of problem chains based on SOLO theory.For example,in terms of cognition,some teachers do not know enough about SOLO theory,and students have some deviations and poor mastery of geography process knowledge;in terms of teaching methods,due to various factors,some teachers use SOLO theory and problem chains less often;in terms of specific teaching sessions,some teachers do not pay enough attention to the novelty of new lesson introduction and problem creation,do not give enough guidance to students,and do not evaluate students’ attitudes.In terms of specific teaching sessions,some teachers do not pay enough attention to the novelty of new lesson introduction and problem creation,do not give enough guidance to students,and do not evaluate the learning attitudes,which have a big gap with students’ wishes.Secondly,based on the literature,it can be seen that problem chains have a high fit with geography process knowledge.Based on this,the principles and process of designing problem chains based on SOLO theory are proposed,i.e.,making preparations for analysis;presetting thinking levels and determining teaching objectives;setting core problems and forming core problem chains based on teaching objectives;decomposing core problems,forming sub-problems,setting sub-problem chains as well as feedback evaluation and active adjustment.According to the design process of the problem chain,the teaching process is proposed and the teaching cases are shown from three aspects: before,during and after the class.Finally,based on the experimental study,it can be seen that the geography performance of the experimental class has improved significantly and the students’ thinking level has also improved substantially,which indicates that the problem chain based on SOLO theory can improve students’ geography performance and thinking level to a certain extent,and it is practical to combine both SOLO theory and problem chain and apply them to the teaching of high school geography process knowledge.This study adopts a combination of theory and practice to carry out relevant research,in order to provide teachers with ideas for designing reasonable problem chains,to provide a focus point for cultivating and improving students’ thinking skills and leveling power,and then to implement the requirements of core literacy in geography.