基于SOLO分类理论的高中生英语阅读中思维能力提升探究
Research on the Teaching of English Reading to Improve Senior High School Students’ Thinking Capacity Based on SOLO Taxonomy Theory

《普通高中英语课程标准(2017年版2020年修订)》指出课程目标从综合语言运用能力转向了包含语言能力、文化意识、思维品质和学习能力在内的英语学科核心素养。在此背景下，各学者强调了发展学生思维能力对于其终身发展的重要作用，并用阅读教学提升学生思维能力。但当前高中英语阅读教学中还存在一些问题，如教学目标浅层化、教学流程形式化以及教学评价片面化等。基于该现状，文章提出了基于SOLO分类理论的教学策略：教学目标应层次化，设定不同层次目标并通过启发性问题引导学生思维发展；教学活动需个性化，依据学生思维层次提供相应指导与支持；教学评价应多元化，教师从多方面评价学生思维，同时学生开展自我评价。通过充分利用SOLO分类理论，不断改进教学模式，提高课堂教学效果，为学生的英语阅读能力和思维品质的发展提供有力支撑，实现教学质量与学生思维能力的同步提升。
The English Curriculum Standard for General Senior Secondary Schools (2017 Edition Revised in 2022) states that the goal of the curriculum has shifted from comprehensive language use ability to the core literacy of the English discipline, which includes language proficiency, cultural awareness, thinking capacity and learning ability. In this context, various scholars have emphasized the important role of developing students’ thinking capacity for their lifelong development and should reading teaching to enhance students’ thinking capacity. However, there are still some problems in the current high school English reading teaching, such as shallow teaching objectives, formalized teaching process and one-sided teaching evaluation. Based on this status quo, this study proposes teaching strategies based on SOLO taxonomy theory: teaching objectives should be hierarchical, setting different levels of objectives and guiding students’ thinking development through inspiring questions; teaching activities should be personalized, providing corresponding guidance and support according to the level of students’ thinking; and teaching evaluation should be diversified, with teachers evaluating students’ thinking from various aspects and students’ self-evaluation at the same time. By making full use of the SOLO taxonomy theory, we can continuously improve the teaching mode, enhance the effectiveness of classroom teaching, provide strong support for the development of students’ English reading ability and thinking quality, and realize the simultaneous improvement of teaching quality and students’ thinking capacity.