基于SOLO分类理论的高中生物学 “教–学–评”一体化教学设计——以“孟德尔的豌豆杂交实验(二)”为例

Integrated “Teaching-Learning-Assessment” Instructional Design in High School Biology Based on the SOLO Taxonomy—A Case Study of “Mendel’s Pea Hybridization Experiment (II)”

摘要: 本文以“孟德尔的豌豆杂交实验(二)”为例，基于SOLO分类理论开展“教–学–评”一体化教学设计研究。研究结合课程标准、教材内容与学情分析，依据SOLO认知层次对自由组合定律的学习目标进行分层设计，并围绕实验现象分析、假说建构、测交验证、机制解释和迁移应用构建递进式学习任务与表现性评价量规。研究形成了“目标分层–活动递进–评价取证–反馈调节”的课堂实施路径，有助于目标、教学与评价的协同统一，为诊断学生对自由组合定律的理解层级和开展课堂反馈提供了具体依据，可为高中遗传学教学及“教–学–评”一体化课堂构建提供参考。

Abstract: Taking “Mendel’s Pea Hybridization Experiment II” as an example, this study explores the instructional design of the integration of teaching, learning, and assessment based on the SOLO (Structure of the Observed Learning Outcome) taxonomy. By integrating curriculum standards, textbook content, and learner profile analysis, this study hierarchically designs the learning objectives for the Law of Independent Assortment according to the cognitive levels of the SOLO taxonomy. Furthermore, it constructs progressive learning tasks and performance assessment rubrics centered on the analysis of experimental phenomena, hypothesis construction, testcross verification, mechanism explanation, and transfer application. The research formulates a classroom implementation pathway characterized by “hierarchical objectives, progressive activities, evidence-based assessment, and feedback-driven regulation”. This pathway facilitates the synergistic alignment of objectives, instruction, and assessment. It also provides a concrete basis for diagnosing students’ cognitive levels of understanding regarding the Law of Independent Assortment and for delivering classroom feedback, thereby offering a valuable reference for high school genetics instruction and the construction of classrooms integrating teaching, learning, and assessment.