A Study on the Application of SOLO Taxonomy theory in Senior School English Writing Teaching from the perspective of the integration of teaching evaluation

Abstract

The "English Curriculum Standards for General Senior High Schools" (2017 Edition, Revised in 2020) states that language skills, as an important part of language application ability, include skills in lis-tening, speaking, reading, viewing, and writing. English writing teach-ing, as a crucial part of English teaching, is an important way for schools to cultivate students' comprehensive abilities and also a main approach for students to master English knowledge. However, current-ly, there are some problems in senior high school English writing teaching. The evaluation methods for English writing used by teachers and students are inefficient, the input and output of students' knowledge are not equivalent, students' interest in writing is low, and the writing teaching mode lacks innovation. Based on this, teachers need to opti-mize the writing evaluation methods, innovate writing teaching strate-gies, and enrich writing teaching. The Structure of the Observed Learning Outcome (SOLO) classification theory is a "qualitative" evaluation method characterized by hierarchical description. It divides the thinking level into five structural levels: pre-structural level, uni-structural level, multi-structural level, relational level, and ex-tended abstract level. In recent years, many relevant studies at home and abroad have shown that the SOLO classification theory is condu-cive to improving students' writing level. At the same time, the integra-tion of teaching, learning, and assessment, as a new teaching require-ment put forward by the new curriculum standards, is also an indispen-sable and important teaching mode. However, currently, there are few in - depth studies on the integra-tion of the SOLO classification theory and senior high school English writing teaching from the perspective of the integration of teaching, learning, and assessment. Based on the above problems, this paper ex-plores the application of the SOLO classification evaluation theory in senior high school English teaching from the perspective of the inte-gration of teaching, learning, and assessment.