基于SOLO分类理论的高中地理课堂提问策略研究

发布时间：2018-03-19 05:29

本文选题：SOLO分类理论　切入点：高中地理　出处：《延边大学》2017年硕士论文　论文类型：学位论文

【摘要】：千百年来,古今中外的课堂教学过程都离不开"提问"这一环节。而高中地理学科课时紧、任务重的特点,更加要求高中地理教师们在繁忙的日常教学工作中,以科学的教育理论为指导,以踏实的课堂教学为实践,不断积累课堂提问经验,归纳总结、探索创新更高效的课堂提问策略。SOLO分类理论关注学生认知的发展水平,强调学习结果的可观察性。将SOLO分类理论用于高中地理课堂提问策略的研究,打破了传统课堂提问的经验主义,为课堂提问设计、施问以及评价等环节提供了强有力的科学理论支撑,从而有效提高高中地理课堂效率,使高中地理课堂提问的各环节,在一定程度上更加常态化、规范化和模式化。本文在对前人关于高中地理课堂提问策略、基于SOLO分类理论的试题评价等国内外文献研究,以及为期一年的高中地理课堂提问教学实践研究的基础上,对基于SOLO分类理论的高中地理课堂提问概念界定,并通过对教师进行问卷调查,统计、分析目前高中地理课堂提问存在的主要问题和影响因素,从而从提问设计、行为、评价三方面提出了基于SOLO分类理论的高中地理课堂提问策略,同时采用行动研究法将研究策略应用于实际教学中,通过从理论到实践再到理论的反复研究进行验证。其结论为:1.高中地理课堂提问设计的策略是根据SOLO分类理论分类汇总教学目标,确保课堂提问的必要性;严格遵循认知规律,促使提问层级化;积累总结教学经验,提高答案预测度等。通过这些策略的实施使课堂提问的设计更具科学化。2.高中地理课堂提问行为策略是根据SOLO分类理论分析学情,从而"因层施问";依据设问类型,提问主体多样化;根据问题的难易,关注学生的候答时长等。通过这些策略的实施使每个学生的思维层次都有所提高。3.高中地理课堂提问评价策略是根据SOLO分类理论及时理答,准确评定答案层次;积极评价,激发学生自主提问;重视反思,不断提升提问技巧等。通过这些策略的实施提高课堂提问效率和教学效果。4.基于SOLO分类理论对高中地理课堂提问策略的实施,提高了教师的课堂教学的理论和实践水平。5.策略的实施,遵循学生的认知规律,迎合学生的心理变化情况,促进学生的身心发展和地理学科素养的提高。经实施检测发现本策略还有不足之处,为了 SOLO分类理论应用于高中地理课堂提问的普及和推广,提出以下建议:1.编制有关SOLO评价的地理题库,建立"SOLO地理题库"共享平台。2.对于SOLO分类理论应用于课堂提问的评价主体还需要进一步的研究,使学生能够参与课堂提问的评价,还学生在课堂中的主体地位。
[Abstract]:For thousands of years, the classroom teaching process at all times and at home and abroad has been inseparable from the link of "asking questions". However, the tight class hours and heavy tasks of the geography subject in senior high school require teachers of high school geography to be busy in their daily teaching work. Under the guidance of scientific educational theory and practical classroom teaching, the author has accumulated classroom questioning experience, summed up and explored innovative and more efficient classroom questioning strategies. Solo classification theory pays close attention to the level of cognitive development of students. This paper emphasizes the observability of learning results. Applying SOLO classification theory to the research of high school geography classroom questioning strategy breaks the empiricism of traditional classroom questioning and designs the classroom questioning. In order to improve the efficiency of geography classroom in senior high school effectively, every link of questioning in geography classroom in senior high school becomes more regular to a certain extent. On the basis of the previous researches on the strategy of asking questions in senior high school geography classroom, the evaluation of test questions based on SOLO classification theory, and the practice research of questioning teaching in senior high school geography classroom for one year, This paper defines the concept of high school geography classroom questioning based on SOLO classification theory, and analyzes the main problems and influencing factors existing in high school geography classroom questioning through questionnaire survey and statistics to analyze the question design and behavior. This paper puts forward the strategy of questioning in geography classroom based on SOLO classification theory in three aspects, and applies the research strategy to practical teaching by using action research method. Through repeated research from theory to practice to theory, the conclusion is: 1.The strategy of high school geography classroom questioning design is to summarize teaching objectives according to SOLO classification theory, to ensure the necessity of classroom questioning, to strictly follow the cognitive law, Through the implementation of these strategies, the design of classroom questioning is more scientific. 2. The behavior strategies of geography classroom questioning in senior high school are analyzed according to the SOLO classification theory. Therefore, according to the types of questions, the subject of the questions is diversified, and according to the difficulty of the problems, Pay attention to the waiting time of students, etc. Through the implementation of these strategies, each student's thinking level has been improved .3. the evaluation strategy of high school geography classroom questioning is to timely answer according to SOLO classification theory, accurately assess the level of answers; positive evaluation, Stimulate students to ask questions autonomously; pay attention to reflection and improve questioning skills. Through the implementation of these strategies to improve the efficiency of classroom questioning and teaching results .4.Based on the SOLO classification theory of high school geography classroom questioning strategy implementation, It improves the theory and practice level of teachers' classroom teaching .5.The implementation of strategies follows the students' cognitive laws and caters to the students' psychological changes. In order to promote the students' physical and mental development and the improvement of geography subject accomplishment, the author finds that this strategy has some shortcomings. In order to apply SOLO classification theory to the popularization and popularization of geography classroom questioning in senior high school, This paper puts forward the following suggestions: 1. To compile the geographic question bank about SOLO evaluation, and to set up a shared platform of "SOLO geographical question bank" .2.For the evaluation subject of SOLO classification theory applied to classroom questioning, further research is needed to enable students to participate in the evaluation of classroom questioning. Also students in the main position in the classroom.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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