基于SOLO分类理论的小学英语单元教学评一体化设计研究——以“My School Calendar”为例

Research on the Integrated Design of Unit Teaching and Assessment in Primary English Based on SOLO Classification Theory—Taking “My School Calendar” as an Example

摘要: 文章旨在探讨如何将SOLO分类理论应用于小学英语单元教学评一体化的设计中。研究以人教版PEP教材五年级下册“My School Calendar”单元为例，论证了SOLO理论作为实现教学、学习与评价协同发展的理论框架的可行性。文章首先阐述了教学评一体化的必要性以及SOLO理论的核心内涵(前结构、单点结构、多点结构、关联结构、抽象拓展结构五个层级)。随后，文章提出了基于SOLO理论的设计逻辑，即实现教学目标层级化、教学活动梯度化和教学评价过程化。在此基础上，研究构建了一个“文本解读–目标设定–活动实施–效果评估”的四环节设计思路，并具体分析了案例单元的教材、学情、重难点，最终提出了分层的单元教学目标。文章的核心论点是，通过运用SOLO理论，可以将抽象的核心素养目标分解为可观察、可评估的思维层级，从而为设计层层递进的教学活动和实施精准的过程性评价提供科学依据，最终促进学生深度学习和思维品质的提升。

Abstract: This paper aims to explore how to apply the SOLO classification theory to the design of integrated teaching, learning, and assessment in elementary school English units. Using the “My School Calendar” unit from the second semester of the fifth-grade PEP textbook (People’s Education Press edition) as a case study, the study demonstrates the feasibility of the SOLO theory as a theoretical framework for achieving the coordinated development of teaching, learning, and assessment. The article first elaborates on the necessity of integrating teaching, learning, and assessment, as well as the core concepts of SOLO theory (the five levels: pre-structured, single-point structured, multi-point structured, related, and abstract-extended). Subsequently, the article proposes a design logic based on SOLO theory, namely, the hierarchical organization of teaching objectives, the gradual progression of teaching activities, and the process-oriented nature of teaching assessment. Building on this foundation, the study constructs a four-step design framework of “text interpretation - goal setting - activity implementation - effect evaluation,” and conducted a detailed analysis of the textbook, student profiles, and key challenges within a case study unit, ultimately proposing tiered unit learning objectives. The core argument of this paper is that by applying SOLO theory, abstract core competency objectives can be broken down into observable and assessable levels of thinking, thereby providing a scientific basis for designing progressive teaching activities and implementing precise formative assessment, which ultimately promotes students’ deep learning and enhances their thinking skills.