Application Of SOLO Taxonomy In Chemistry Teaching Of Junior High School

Chemistry teaching is the basic way of chemistry education,teaching design is an important link of teaching work,good teaching design makes classroom teaching more efficient.The investigation shows that although most chemistry teachers have the qualities of teaching design and teaching reform,it is easy to ignore the students’ thinking level in the specific teaching design,so the effect of the teaching design is not satisfactory.At present,most schools evaluate teachers’ teaching level and students’ learning level by students’ test scores,which obviously does not accord with the modern teaching idea.SOLO(Structure of the Observed Learning Outcome)Taxonomy provides a basis for evaluating students’ learning process and results,and also can solves the problem of how to teach to a certain extent.On the basis of studying the teaching design and practice of a large number of literatures and front-line teachers,this paper combined SOLO Taxonomy to complete the corresponding junior high school chemistry teaching design.The teaching design is put into practice in class to check the operability and effectiveness of the theory in chemistry teaching of junior high school.The research contents of this thesis are as follows:(1)Literature research on SOLO Taxonomy;(2)Completed the chemical teaching design of junior high school according to SOLO Taxonomy.We need to analyze students’ thinking level before designing their learning objectives,teaching sequence and teaching methods.Specifically,the ninth grade chemistry of the human education edition was studied,and the teaching design was carried out according to SOLO Taxonomy.(3)In the experimental class,the specially designed teaching design was carried out,and the regular class teaching was carried out in the control class,and the data obtained from the experiment were processed and analyzed.The research shows that the teaching design based on SOLO Taxonomy is more targeted from the students’ thinking level.The experimental data also effectively show that SOLO Taxonomy can promote the development of students’ thinking,improve students’achievements,enrich the theoretical knowledge of teachers,and provide more choices for the diversified classroom teaching.Therefore,SOLO Taxonomy is feasible and effective in guiding junior high school chemistry teaching.