SOLO分类理论在物理教学设计中的应用  

Applying SOLO Taxonomy Theory in Physical Instructional Design

作　　者：王较过[1] 赵欢苗[1] 

机构地区：[1]陕西师范大学物理学与信息技术学院教育部陕西师范大学基础教育课程研究中心,陕西西安710062

出　　处：《当代教师教育》2012年第1期57-62,共6页Contemporary Teacher Education

基　　金：国家教师教育985优势学科创新平台建设项目子项目:教师教育理论创新和研究中心建设(GJ9850102);陕西师范大学研究生培养创新基金(2010CXS041)

摘　　要：本文通过利用SOLO分类理论分析物理学习结果和物理教学目标,指出了物理学习结果和教学目标与SOLO理论对思维层次分类之间存在一定对应关系;在此基础上,以摩擦力教学为例,应用SOLO分类理论分析学习需要和学习任务、确定教学目标、选择教学方法,结果表明把SO-LO分类理论应用于教学设计不仅是可行的,而且为教学设计提供了科学的理论指导。This article describes a developmental sequence for students＇ understandings about conductivity in learning Physics.The criteria used for making decisions about the different levels in the sequence are described and also how these decisions were generalized within the framework of the Structure of the Observed Learning Outcome（SOLO） Model.Some professional development implications are identified for instructional objectives of Physics learning result and instructional objectives levels.Then,the SOLO Taxonomy Theory was applied in teaching design of ＂Friction Force＂,including analyzing learning needs,learning tasks and instructional objective.The results show that applying SOLO Taxonomy Theory in physical instructional design is not only feasible,but also provides theoretical basis for physical instructional design.

关 键 词：SOLO分类理论 物理 教学设计 

分 类 号：G420[文化科学—课程与教学论]