基于SOLO分类理论的高中历史三层教学设计和三步教学案例

Three Instructional Design and Three-step Teaching of Middle School History from The SOLO Taxonomy

先介绍SOLO分类理论,然后探讨其用于高中历史教学设计时存在的问题。为了更好的用于教学设计,对SOLO分类理论五个层次进行整理,形成"知识获得"、"知识整合使用"、"知识升华"三个层次。在整理后的SOLO三层结构基础上,以高中历史具体的一课内容为例,进行三层教学设计和三步教学。"三层教学设计"以学习过程中思维发展特点为基础,对课本内容进行分类、分层重构;在教学设计基础上进行"三步教学",帮助学生习得基础知识,实现思维层级发展,最终达到全班每个学生进步的效果。

This article introduces the SOLO taxonomy, then discuss problems in the process of Middle School teaching design. In order to facilitate Teaching Design, I sort out three levels from five levels of SOLO taxonomy, such as Acquiring Knowledge, Using of Knowledge and Enhancing of Knowledge. According to the three levels of SOLO taxonomy, taking one lesson of Middle School history as an example, I make three in- structional design of course and Three-step teaching. The three instructional of design classifies the textbook content and reconstructs it according to the discipline of students＇thinking. Three - step teaching promotes the progress of each student in class by the way of acquiring basic knowledge and development of thinking.