SOLO理念与实施  

SOLO Theory and Implementation

作　　者：孙凤华[1] 朱珍珏[1] 

机构地区：[1]通化师范学院教育科学学院,吉林通化134002

出　　处：《通化师范学院学报》2012年第9期84-87,共4页Journal of Tonghua Normal University

基　　金：2012年度教育部人文社会科学研究规划基金项目(12YJ880101)的阶段性成果

摘　　要：SOLO理论起源于皮亚杰的发生认识论,是一种以等级描述为基本特征的质性评价方法;具有结构形态严谨、信度效度高、适应教学与改善教学、一致等效的通用性、广泛的适用性等优势,也有应用中的要求与准备繁琐、不便于推广、忽视情感目标和难见成效等局限;SOLO理论在基础教育的考评中应用较深入,应注意正确理解与SOLO评价相关的概念、正确解读封闭教学情境、不要与其他质性评价方式对立、以及正确看待SOLO所不具有的周期性或固定的时间性等。SOLO theory originated in Piaget's genetic epistemology,is a qualitative evaluation method with level description as the basic characteristics,has the advantages of rigorous structure morphology,high degree of reliability and validity,adapting teaching and improving teaching,consistent equivalent versatility,a wide range of applicability and so on,also has some limitations such as cumbersome requirements and preparation in the application,not easy to promote,ignoring the emotional target and difficult to bear fruit and so on.SOLO theory has more in-depth applications in the evaluation of basic education,so should pay attention to correctly understand the concept related to SOLO evaluation,correct understand the closed teaching situation,not confrontation with other qualitative evaluation methods,as well as correct view the SOLO does not have the periodicity or fixed timeliness.

关 键 词：学习理论 教育评价理论 SOLO理念 SOLO优势 SOLO局限 

分 类 号：G642[文化科学—高等教育学]