Exploration of the Teaching Path of Multi-text Reading in Senior High School English from the Perspective of the SOLO Taxonomy Theory

Liming Yang

doi:10.63313/LLCS.9015

Authors

Liming Yang School of Foreign Languages, China West Normal University, Nanchong 637000, China Author

DOI:

https://doi.org/10.63313/LLCS.9015

Keywords:

SOLO taxonomy theory, senior high school English, multi-text reading teaching

Abstract

At present, senior high school English reading is faced with situations such as step-by-step teaching, insufficient input from students, lack of innovation in the classroom, and inadequate cultivation of students' creative thinking. In order to solve these problems in English reading teaching, multi-text reading, as a reading teaching mode, can effectively empower English classrooms. The SOLO taxonomy theory is a cognitive theory. Based on the SOLO taxonomy theory, classrooms can be designed and teaching effectiveness can be evaluated from the perspectives of students' cognitive thinking levels and the target cognitive levels to be achieved in the classroom, so as to realize the integration of teaching, learning and assessment. This paper will design a specific senior high school teaching case based on the SOLO taxonomy theory, hoping to provide references for other English teachers.

References

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