Research On Teaching Strategy Of Chemistry Problem Solving Based On SOLO Taxonomy Theory

Science and technology are developing rapidly day by day.In an era of information development and rapid social changes,facing various problems,everyone needs to prepare resources to meet the fierce competition and challenges.The new curriculum standard points out that we should pay attention to the cultivation of problem-solving ability,which puts forward higher requirements for the comprehensive quality of students.As the cornerstone of national development,education can cultivate competitive talents for the country.To cultivate students' ability of solving chemical problems is not only to solve all kinds of problems in chemistry,but also to lay a foundation for cultivating competitive talents.This study reviews the current research situation of SOLO taxonomy theory at home and abroad.Taking SOLO taxonomy theory as the main theoretical basis,it expounds the application of SOLO taxonomy theory in the teaching of chemical problem solving,and draws on the theoretical essentials of constructivism and recent development area.Based on SOLO taxonomy theory,it visualizes and structures "experience,knowledge,ability,concept and emotion" for subsequent research And teaching intervention to lay the theoretical foundation,but also to build the core literacy of Chemistry-SOLO taxonomy theory matrix model,used to regulate teaching and learning.Under the guidance of relevant theories,the teaching principles of chemical problem-solving are put forward: the principle of subjectivity,the principle of stages,the principle of progressiveness,the principle of systematization and the principle of difference;under the guidance of the teaching principles,the teaching is carried out in stages and progressions;and the teaching procedure is designed in combination with "experience,knowledge,ability,concept and emotion".Under the guidance of relevant theories,according to the teaching principles,the following teaching strategies are put forward for students of different thinking levels:(1)to promote the development of teaching strategies from the former structure level to the single point structure level: to clarify the starting point of students,to build the development platform of students;to select and create appropriate problem situations,to activate students' interests and thinking;to promote cognitive development with the help of information technology;To reduce the difficulty of problems and improve students' learning confidence;(2)to promote the teaching strategy from single point structure level to multi-point structure level: to pay attention to accumulation and guide students' learning and thinking;to pay attention to analogy and discrimination;to grasp key words and turn hidden into obvious;(3)to promote the development strategy from multi-point structure level to related structure level: to experience the solution of problems and form the awareness of transfer and application;Review and construct the knowledge system in time;(4)promote the development of teaching strategies from the level of association structure to the level of abstraction: select exercises,change training,promote migration;summarize reflection,improve thinking;cooperative learning,common progress.Through questionnaire survey and interview with some senior high school students and chemistry teachers in a demonstration high school in Guilin,this study aims to understand the learning interest,learning style,and obstacles encountered in the process of solving chemistry problems of senior high school students,and to understand the current situation of chemistry teaching.It takes one or two parallel classes of senior high school as the research object,based on the design of SOLO taxonomy theory Learning problem solving teaching design,and put forward teaching principles,teaching procedures,teaching strategies into practice teaching,and under the guidance of SOLO taxonomy theory,through the analysis and diagnosis of students' learning situation and thinking level changes,timely adjust teaching.By using the methods of observation,paper and pencil test,questionnaire survey and interview to test the practical effect,the following conclusions are drawn: integrating SOLO taxonomy theory into the teaching of chemical problem solving is helpful for teachers to regulate teaching,students to regulate learning,and to realize the implementation of chemical core literacy.Although the research has achieved certain results,there are still many areas to be improved and improved in this study,limited to the limitations of research objects and research time,the complexity of cultivating problem-solving ability,the constraints of measurement tools and evaluation methods,and the constraints of researchers' own experience and ability.