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nd the main points of writing. Writing  not  only  reflects  a  learner's  knowledge  level  and  thinking  ability,  but  also  is  a comprehensive  manifestation  of  other  skills,  such  as  reading  and  viewing,  which  represents the ability of students to comprehensively use the 'wisdom' gained from their real life and the knowledge  learned  from  books.  The  reform  of  new  curriculum  advocates  the  idea  of promoting  students'  all-round  development  as  academic  evaluation,  so  giving  a  realistic evaluation  of  the  strengths  and  weaknesses  of  students'  writing  is  a  positive  response  to  the philosophy of new curriculum reform. The SOLO taxonomy can be divided into five thinking structures from low to high based on the complex differences in the structure of the students' answers  to  the  questions,  and  the  performance  between  different  structures  corresponds  to specific  descriptions.  Teachers  can  more  accurately  judge  which  thinking  structure  their students are in based on the complexity of the student's writing structure, so as to understand the  students'  current  writing  level,  especially  their  writing  thinking  structure,  and  make  the writing  evaluation  more  comprehensive. 

Chapter Two Literature Review
2.1 About the SOLO Taxonomy

This part is about the main content, evaluation characteristics and the theoretical basis of the SOLO taxonomy.

2.1.1 The Main Content of the SOLO Taxonomy

The  SOLO  (Structure  of  the  Observed  Learning  Outcome)  taxonomy,  comes  from  the book  Evaluating  the  Quality  of  Learning:  the  SOLO  Taxonomy  written  by  Biggs,  a  famous Australian educational psychologist, and his colleague Collis, published in 1982. 

Based  on  the  research  results  of  Edwin  Peel,  a  British  psychologist,  Biggs  and  his colleague have entered into an in-depth observation of student learning. In the process of their research,  they  discovered  that  no  matter  what  stage  of  learning  the  students  are  in,  their learning  experiences  a  similar  development  pattern,  that  is,  from  getting  separated  and irrelevant  learning  content  in  quantitative  form  at  the  beginning  of  learning,  to  qualitative changes  during  in-depth  study,  the  content  of  learning  is  interconnected  to  form  a  coherent and consistent whole. In this way, the development of students' thinking has gone through a process from quantitative change 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。