SOLO分类理论:教—学—评一体化设计可行的理论支点  

SOLO Categorization Theory: A Viable Theoretical Foothold for Integrated Teaching-Learning-Assessment Design

作　　者：付亮 朱文辉 FU Liang;ZHU Wen-hui(Faculty of Education,Northeast Normal University)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《教育理论与实践》2025年第4期44-51,共8页Theory and Practice of Education

基　　金：国家社会科学基金教育学一般课题“中国共产党百年教材思想的系谱学研究”(课题编号:BHA210148)的研究成果。

摘　　要：教—学—评一体化具有教—学—评相一致、以具化后的核心素养为目标指向,教—学—评相融合、以真实性任务规制教学情境,教—学—评相促进、以过程性评价贯穿教与学全过程的三重规定性而成为落实新课程标准的有效着力点。SOLO分类理论因其思维具有层次性,能够以核心素养框定教—学—评的目标;知识具有连续性,能够以真实情境统摄教—学—评的任务;学习具有循环性,能够从多元视角变革教—学—评,从而为教—学—评一体化设计提供了可行的新思路。基于SOLO分类理论实施教—学—评一体化设计,要立足学科核心素养,设计涵盖多层思维的教学目标;创设真实的问题情境,构建融通复合知识的教学任务;贯彻过程性评价,层级式推进多维度的教学评价。The integration of teaching-learning-assessment is consistent with teaching-learning-assessment,with the core literacy as the goal;teaching-learning-assessment is integrated,with the authenticity of the tasks regulating the teaching contexts;and teaching-learning-assessment reinforces each other,and process evaluation is carried through the whole process of teaching and learning,which has become an effective focus for the implementation of the new curriculum standards.SOLO classification theory provides a feasible new idea for the integrated design of teaching-learning-assessment due to its hierarchical thinking,which can frame the goals of teaching-learning-assessment with core literacy,its continuity of knowledge,which can unify the tasks of teaching-learning-assessment with real situations,and its cyclic learning,which can change the teaching-learning-assessment from a diversified viewpoint.Based on the SOLO classification theory,the implementation of the integrated design of teaching-learning-evaluation should be based on the core literacy of the discipline,and the teaching objectives should be designed to cover multilayered thinking;real problem situations should be created to build teaching tasks that integrate compound knowledge;and process evaluation should be implemented,and multidimensional teaching evaluation should be promoted in a hierarchical manner.

关 键 词：教—学—评一体化 SOLO分类理论 学科核心素养 真实情境 过程评价 

分 类 号：G420[文化科学—课程与教学论]