指向高阶思维的高中生物学单元作业设计与评价——基于布鲁姆认知目标分类与SOLO分类理论的融合

Design and Assessment of High School Biology Unit Assignments Targeting Higher-Order Thinking—Integration of Bloom’s Taxonomy of Cognitive Objectives and SOLO Taxonomy Theory

摘要: 在核心素养导向与“双减”提质的教学改革背景下，单元作业是深化知识理解、发展学生高阶思维的关键载体。本研究融合布鲁姆认知目标分类理论与SOLO分类理论，构建“目标分层–内容进阶–评价精准”的单元作业设计路径。以“基因突变与其他变异”单元为载体，依托职业进阶情境设计递进式作业任务，配套SOLO思维结构评价标准，旨在提升评价的诊断功能，落实教学评一致性，推动高中生物学作业提质增效，促进学生高阶思维发展。

Abstract: Under the background of the teaching reform oriented by core competencies and the “double reduction” policy for improving quality, unit assignments are the key carriers for deepening knowledge understanding and developing students’ higher-order thinking. This study integrates the Bloom’s cognitive objective classification theory and the SOLO classification theory to construct a unit assignment design path of “target stratification - content advancement - precise evaluation”. Taking the “Gene Mutation and Other Variations” unit as the carrier, it designs progressive assignment tasks based on the career advancement context and provides the SOLO thinking structure evaluation criteria. The aim is to enhance the diagnostic function of evaluation, implement the consistency of teaching and assessment, promote the improvement and efficiency enhancement of high school biology assignments, and facilitate the development of students’ higher-order thinking.