本硕士学位论文试图研究SOLO分类理论在语文教学中的应用和问题。核心素养的提出标志着语文学科的学业质量评价由“量”向“质”方向发展，因此，捕捉学生回答问题时的思维层次，有目的地培养和训练学生的语文思维能力是当下语文教学改革的重要趋势。SOLO分类评价理论以其聚焦于被试者在回答问题时所表现出的思维水平，已经在基础教育阶段的诸多学科中得到了广泛的应用并取得了显著的效果，如何将SOLO分类理论应用到语文学科成为本文作者思考的方向。

本研究立足于SOLO分类评价理论，分析当下语文思维教学现状，针对语文教学中存在的不足提出了“ABCD教学模型”，以“5W+1H”为具体的教学方法，积极引导学生深度思考，建立抽象扩展思维能力，表达真情实感。每章主要内容如下：

第一部分是绪论。对SOLO分类理论本身进行梳理，对现有文献梳理归纳，总结SOLO分类评价理论在基础教育阶段的应用现状，发掘当下语文教学存在的不足之处，找出理论与教育实践结合的内在逻辑。

第二部分是理论探究。结合当下语文教学中的评价方式，分析其与SOLO分类评价理论的异同点，为新的教学模型和评价方式寻找落脚点。同时，笔者为中学教学领域一些含糊不清的概念界定了含义，并且给出了评价标准。

第三部分是前期调研。对笔者教育实践的深圳市光明区某中学的学生和教师开展问卷调查，分析当下思维型语文课堂的特点，了解语文思维教育的现状，评价学生作业并形成反馈。同时，分析高考题中文学文本阅读的具体题目，阐明高考题的思维评定价值取向。

第四部分是模型实践。依据前期的理论梳理和文献研究，笔者提出“ABCD教学模型”，具体教学方法采用“5W+1H”，依托具体的文本，以对学生的抽象扩展思维训练为主线，以相应的语文开放性试题为测试依据，以和学生和教师的及时沟通与反馈为改进路径，不断完善教学模型，建立可以实际应用的语文思维型课堂。教学过程聚焦SOLO分类理论中的“抽象扩展思维”阶段，有针对性地训练学生对于文本的理解能力与思维能力。

第五部分是整理总结。总结教学理论模型的应用结果，反思实践过程中存在的问题，对下一步语文教育中的思维教学给出具体的建议。

本研究是在SOLO分类评价理论的指导下，对高中语文的思维能力进行训练和评价的一种新的尝试，旨在为当下语文思维能力的培养提供一种新的评价方式。本研究发现，学生语文思维能力可以通过教师特定的训练得到提升。通过对课文文本的归纳总结、知识迁移、专题补充，学生举一反三，对相关知识形成整体性把握，抽象扩展能力可以建立起来，且为了防止能力消退，要不断在学习的过程中强化与练习，才能保持对语言文字的敏感性。

     The foundation of thinking in Chinese and the improvements of composite accomplishments are directions of Chinese reform in the middle school. The proposal of core literacy marks the development of the academic quality evaluation of Chinese subjects from "quantity" to "quality". Therefore, capturing the thinking level of students when answering questions and purposefully cultivating and training students' Chinese thinking ability is the current Chinese teaching reform important trends.TheSOLO Taxonomy theory focuses on the thinking level shown by the participants when answering questions. It has been widely used in many disciplines at the basic education stage and has achieved remarkable results. How to apply the SOLO Taxonomy theory to Chinese language subjects has become the direction of the author's thinking.
    Based on the SOLO Taxonomy theory, this research analyzes the current situation of Chinese thinking teaching. Aiming at the shortcomings in Chinese teaching, the "ABCD teaching model" is proposed, and the specific teaching method is "5W+1H" to actively guide students to think deeply about the text and to express the true feelings. The main content of each chapter is as follows:
The first part of this article is the introduction. Sort out the SOLO Taxonomy theory itself, summarize the existing literature, summarize the application status of the SOLO classification evaluation theory in the basic education stage, explore the shortcomings of current Chinese teaching, and find the internal logic of the combination of theory and education practice. 
   The second part is theoretical exploration. Combining the current evaluation methods in Chinese teaching, analyze the similarities and differences with SOLO Taxonomy theory, and find a foothold for new teaching models and evaluation methods. At the same time, the author has defined the meaning of some vague concepts in the field of middle school teaching and provided evaluation criteria.
    The third part is the preliminary investigation. A questionnaire survey was conducted on the students and teachers of a middle school in Guangming District, Shenzhen, where the author’s education practice was conducted to evaluate the current thinking-type Chinese classroom, understand the current situation of Chinese thinking education, and evaluate student work. At the same time, it analyzes the specific topics of literary text reading in the college entrance examination questions, and clarifies the internal logic of the thinking evaluation of the college entrance examination questions.
    The fourth part is model practice. Based on the previous theoretical combing and literature research, the author puts forward the "ABCD teaching model", the specific teaching method adopts "5W+1H", relying on specific texts, with the main line of abstract and expanded thinking training for students, and corresponding Chinese open test questions As the basis for the test, take timely communication and feedback with students and teachers as an improvement path, continuously improve the teaching model, and establish a Chinese thinking classroom that can be practically applied. The teaching process focuses on the "abstract and expanded thinking" stage in the SOLO Taxonomy theory, and trains students to understand and think about text in a targeted manner.
     The fifth part is the summary. Summarize the results of the application of the teaching theory , rethink the problems, and give specific suggestions for the thinking teaching in the next step of Chinese education.
     This research is a new attempt to train and evaluate high school Chinese thinking ability under the guidance of SOLO Taxonomy theory. It aims to provide a new evaluation method for the current Chinese thinking ability training. This study found that students’ Chinese thinking ability can be improved through teacher-specific training. Through summarizing and summarizing texts, transferring knowledge, and supplementing topics, students learn from one another and form a holistic grasp of relevant knowledge. Abstract expansion capabilities can be established. In order to prevent the ability to fade, they must be constantly strengthened and practiced in the learning process to maintain sensitivity to language.