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to qualitative change and a corresponding abstract system is established  at  the  highest  structure  of  thinking,  and  new  dimensions  are  derived.  Biggs  and Collis also believe that in the process of learning new knowledge, humans will form different stages of cognitive development. There are not only differences in the amount of knowledge between the stages, but also a qualitative transition in the cognitive level. 

2.2 Researches on the SOLO Taxonomy

2.2.1 Related Researches on the SOLO Taxonomy Abroad

In  the  past  two  decades,  a  large  number  of  theoretical  and  empirical  studies  and researches have been conducted abroad based on the  SOLO taxonomy, which has brought a wide  range  of  influences  and  conductive  to  many  research  outcomes.  One  of  the  more influential is the book Evaluating the Quality of Learning: The SOLO Taxonomy co-authored by  Biggs  and  Collis  in  1982.  The  book  systematically  discussed  this  taxonomy  theory  and built  the  foundation  and  become  the  cornerstone  of  SOLO  theoretical  research  afterwards. Later, their co-authored book，Using the SOLO Taxonomy was published in 1986, which is about the practical application of the SOLO taxonomy in a more detail way. Furthermore, in 1989, they published Towards a Model of School Curriculum Development and Assessment: Using the SOLO Taxonomy once again, which discussed the way how the SOLO taxonomy is used  to,  and  this  piece  formed  a  model  for  the  later  academic  curriculum  development  and evaluation. 

In addition, there are some researches with reference value and practical significance in teaching  and  learning.  For  instance,  Courtney  (1986)  applied  the  SOLO  taxonomy  into English  teaching  practice,  which  showed  the  great  importance  of  the  theory  and  it  is demonstrated  that  the  use  of  the  SOLO  taxonomy  can  accurately  reflect  the  standard  of students,  especially  those  with  high  thinking  skills.  Paul.  C.  Burnett  (1999)  conducted  an experimental  research,  with  the  aim  to  prove  that  the  SOLO  taxonomy  and  evaluation methods  can  base  on  the  learners'  learning  outcomes  to  accurately  judge  the  thinking structures of students, and students can achieve their optimization of learning outcomes with the  adjustments  of  their  learning  strategies  and  other  means.  Through  educational  practice, John Hattie (2004) believes that the use of the SOLO taxonomy as a teaching evaluation tool in  the  cognitive  process  makes  deep  learning  motivation  and&nb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。