SOLO分类理论在高中英语阅读教学中的应用研究论文.doc

SOLO分类理论在高中英语阅读教学中的应用研究 摘要 SOLO（Structure of the Observed Learning Outcome——可观察的学习成果结构）分类评价理论是由澳大利亚心理学家比格斯（Biggs）及其同事科里斯（Collis）创立的一种以等级描述为特征的“质性”评价方法。鉴于我国的学科教学内容和方法与国外存在较大差异，在学业成绩的评价方面，过多地采用量化评价方式，偏重于考查知识而忽视能力，使得不能较准确地考查学生真正的思维水平层次。而 SOLO 分类评价理论注重评价学生的思维结构层次水平，并以此来促进能力的提升，因而该理论一经引进就引起了国内学者的广泛关注。然而 SOLO 理论在我国英语教学方面的研究仍然处于起步阶段，需要通过大量实践来探索其在教学过程中的有效性。现阶段，英语学科的测试随着课程改革的日益深入更趋向于考查学生综合运用语言的能力。因而，对于学生运用笔头来进行交际的能力的要求也逐步提高。笔者利用 SOLO 理论在中学里进行了以提升高中生英语阅读能力为目标的实验研究和教学尝试。结果表明，SOLO 分类评价理论能较准确地评价学生的整体水平层次；基于该理论对学生进行有针对性的英语阅读指导和训练，符合新课程中发展地评价的理念，对于激发学生潜能，提升英语阅读水平, 改进教师的教学，提高课堂教学效率，有着一定的积极作用。 关键词：英语教学；阅读教学；SOLO理论 Abstract SOLO (Structure of the Observed learning Learning Outcome -- observable) classification assessment theory is by the Australian psychologist Biggs (Biggs) and her colleagues Chris (Collis) was founded by a level features described as qualitative evaluation method. Given the differences in our teaching contents and methods from abroad, in the evaluation of academic achievement, using too many evaluation mode, to test knowledge rather than ability, makes it impossible to accurately test students real thinking level. While the SOLO classification assessment theory pays attention to the structure of thinking level evaluation of students, so as to promote the ability to ascend, so the theory was introduced has attracted wide attention of scholars. However, research in the teaching of English in our country SOLO theory is still in its infancy, need to explore its effectiveness in the teaching process through a lot of practice. At present, the ability of English test with the deepening of curriculum reform tend to test students comprehensive language. Therefore, for the students to use the pen to the capacity of the communication requirements also gradually improve. The author in the middle school to experimental research and teaching to enhance students English reading ability as the goal of trying to use SOLO theory. The results show that, SOLO classification evaluat