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习题课的教学容易进入题海战术的困境,难以适应新课程理念。比较在“实验探究题”的讲评时,传统习题讲评与SOLO分类理论指导下的习题讲评的差别。研究基于SOLO分类理论的习题课上教师引导学生将解题思维外显,学生主动判断在解答试题时不同的思维操作水平,发现思维操作中的不足,提高思维操作时的严密性。学生经常性的对知识点以及知识点间的联系进行分析,有助于学生建立完善的知识体系,使其网络化、系统化。注重学生思维的培养,学习能力的提高。
Exercises teaching easy access to the plight of the sea tactics, it is difficult to adapt to the new curriculum concept. Comparing the comment of “Expedition Inquiry”, the differences between the exercises of traditional exercises and the exercises under the guidance of SOLO classification theory. Based on the theory of SOLO classification, the teacher guides the students to make the problem-solving thinking explicit, and the students take the initiative to judge the different levels of thinking when they answer the questions, find the shortcomings in thinking and improve the rigor of thinking. Students often analyze the relationship between knowledge points and knowledge points, which helps students to establish a sound knowledge system that is networked and systematized. Focus on the cultivation of student thinking, learning ability improvement.