让思维可见：SOLO分类视域下小学数学单元作业的进阶式设计

Making Thinking Visible: Progressive Design of Primary Mathematics Unit Assignments from the Perspective of SOLO Taxonomy

摘要: 当前小学数学单元作业设计普遍存在目标模糊、内容碎片化、评价单一化的问题，其根源在于学生解题过程中的思维活动难以被有效捕捉与诊断，导致作业沦为机械训练的工具。本研究以SOLO分类理论为支撑，构建了“三阶五层”单元作业设计框架。该框架在目标维度上依据课程标准提炼单元大概念，依据SOLO层级进行目标定位与预期指向；在内容维度上，将作业整合为“基础性、探究性、拓展性”三个阶梯，形成从巩固到整合再到迁移的螺旋递进任务链条；在评价维度上，设计半结构化评价量表，为层级判定提供可操作的工具。研究以人教版六年级上册“分数乘法”单元为例进行案例设计，展示了该框架在具体单元中的操作路径。研究认为，“三阶五层”框架将SOLO层级作为作业设计的预期指向与作答表现的诊断尺度，使隐性思维结构被识别、描述与定位，初步解决了思维目标如何“落地”、思维水平如何“诊断”并“进阶”的实践难题，为素养导向的单元作业设计提供了可复制的实践路径与理论参照。

Abstract: Current unit homework design in primary school mathematics commonly suffers from vague objectives, fragmented content, and monolithic evaluation. The root cause lies in the difficulty of effectively capturing and diagnosing students’ thinking processes during problem-solving, which reduces homework to a tool for mechanical drills. Supported by the SOLO taxonomy theory, this study constructs a “three-tier, five-level” framework for unit homework design. In the objective dimension, the framework extracts unit big ideas based on curriculum standards and positions objectives with expected orientation according to SOLO levels. In the content dimension, homework is organized into three progressive tiers—foundational, exploratory, and extended—forming a spiraling task chain that advances from consolidation to integration and finally to transfer. In the evaluation dimension, a semi-structured evaluation scale is designed to provide operable tools for level determination. Taking the unit “Fraction Multiplication” from the Grade 6 volume of the People’s Education Press textbook as a case study, the research demonstrates the operational pathway of this framework within a specific unit. The research suggests that the “three-tier, five-level” framework employs SOLO levels as both the expected orientation for homework design and the diagnostic scale for analyzing student responses, thereby rendering the otherwise implicit thinking structures identifiable, describable, and locatable within homework design and evaluation. It preliminarily addresses the practical challenges of how thinking objectives can be “operationalized”, how thinking levels can be “diagnosed”, and how progression can be “facilitated”, thereby providing a replicable practical pathway and theoretical reference for competence-oriented unit homework design.