关键词：SOLO分类评价理论的“UbD” 作业优化模式建构

Abstract

本文深入探讨了基于SOLO分类评价理论的“UbD”作业优化模式建构。研究首先分析了SOLO分类评价理论在“UbD”作业设计中的适切性，指出其不仅与语文学科教学需求相契合，还顺应了深度学习的教学趋势，为作业质量的提升提供了理论支撑。在实践层面，该理论强调以终为始的成果导向、分级推进的路径导向以及评价导向的始终贯彻，从而确保作业设计的科学性和有效性。构建了基于SOLO分类评价理论的“UbD”作业优化模式，包括作业结构框架、具体流程和反思步骤。在作业结构框架方面，通过分层设置目标、丰富评价证据以及递进学习体验，实现了作业的层次性、系统性和连贯性。在具体流程上，详细阐述了目标设定、任务设计、实施过程及评价反馈等环节，为实际操作提供了指导。反思步骤则强调对作业设计效果进行定期评估与反思，以推动持续优化。本研究不仅丰富了“UbD”作业设计的理论内涵，还为一线教师提供了可操作的作业优化模式。实施该模式有助于提升学生的思维能力、问题解决能力及自主学习能力，进而推动语文学科教学质量的整体提升。

This paper delves into the construction of an optimized model for “UbD” assignments based on the SOLO classification assessment theory. The study first analyzes the appropriateness of the SOLO classification assessment theory in “UbD” assignment design, pointing out that it not only fits well with the teaching needs of the language subject but also aligns with the trend of deep learning, providing theoretical support for improving assignment quality. At the practical level, the theory emphasizes starting with the end in mind, progressing through graded pathways, and maintaining a consistent assessment orientation, ensuring the scientific and effective design of assignments. A “UbD” assignment optimization model based on the SOLO classification assessment theory is constructed, including assignment structure framework, specific processes, and reflection steps. In terms of assignment structure framework, hierarchical goal setting, rich assessment evidence, and progressive learning experiences are utilized to achieve the hierarchical, systematic, and coherent nature of assignments. In the detailed processes, aspects such as goal-setting, task design, implementation, and assessment feedback are elaborated to provide guidance for practical implementation. The reflection steps underscore the importance of regularly evaluating and reflecting on the effectiveness of assignment design to promote continuous improvement. This study not only enriches the theoretical content of “UbD” assignment design but also offers operational assignment optimization models for frontline educators. Implementing this model can help enhance students' thinking skills, problem-solving abilities, and self-directed learning capabilities, thereby advancing the overall quality of language subject teaching.