Application of the SOLO Taxonomy in High School Biology Classroom Instruction: A Case Study of Acquiring and Amplifying Target Genes Using PCR

Cultivating students’ scientific thinking, improving their core academic qualities, and solving practical problems are crucial to the development of biology education. This study applies the SOLO Taxonomy to the classroom practice of “obtaining and amplifying target genes by PCR,” analyses the content of the textbook and the learning situation according to the SOLO Taxonomy, designs the teaching process in line with the development of the students’ thinking level, and then evaluates the teaching effect through the experimental research method, comparing the performance of the students under the traditional and the new teaching modes. Then, we evaluate the teaching effect through the experimental research method and compare the performance of students under the traditional and new teaching modes, and find that the SOLO Taxonomy has an important practical value in the teaching of high school biology classrooms. Meanwhile, in the process of teaching practice, it is found that there is a disconnection between the teaching process and the theory caused by teachers’ insufficient interpretation of the textbook content. Because of this phenomenon, it is necessary to carry out theoretical training systematically in the future to strengthen the teachers’ knowledge of the SOLO theory hierarchical system.