The Research Of Promoting Deep Learning Under The Guidance Of SOLO Upon The Chemistry Classroom Teaching

With the development of the times,it has become an inevitable trend to promote the transformation of talent training methods and learner learning methods.More and more chemistry educators gradually regard the promotion of students 'deep learning and the cultivation of students' chemical literacy as the goals pursued throughout their lives.However,there is still a serious "what to test and what to teach" in the field of basic education in our country.Classroom teaching urgently needs to pay attention to students' deep learning and promote students to reach the depth of learning.By analyzing the development trend of international education,combined with the needs of China's new curriculum reform and the current status of middle school chemistry teaching practice,the background of the topic was elaborated,and the purpose,significance,method and content of the study were determined on the basis of literature research.Subsequently,the concepts of deep learning,shallow learning,and higher-order thinking are defined,and the theoretical pillars of SOLO classification theory,constructivism theory,Broom education goal classification theory,and situational cognitive theory are combined as the theoretical pillars.Investigation and analysis of the status quo of learning and analysis of the current problems of teaching and learning in high school chemistry teaching,and put forward the teaching strategy of chemistry classroom teaching to promote deep learning under the guidance of SOLO.Teaching preparation strategies:(1)In-depth understanding of student foundation and analysis of students' cognitive level;(2)Accurate grasp of learning standards and determination of deep learning requirements;(3)Meaning-building knowledge connection and improving knowledge integration ability.Teaching implementation strategies:(1)determine core knowledge and improve teaching efficiency;(2)create meaningful situations and activate cognitive conflicts;(3)condense core issues and lead the teaching process;(4)design enlightening questions to promote high-level Thinking;(5)Emphasis on independent inquiry and emphasis on cooperative learning;(6)Sharing learning results and promoting knowledge construction.Teaching evaluation strategies:(1)Focus on evaluation based on reflection;(2)Guide students to reflective learning.Finally,the basic flow of implementation is given.In order to test the feasibility and effectiveness of the proposed teaching strategies and basicprocesses,a semester of teaching practice was implemented in the 1926 and 1928 classes of the first grade of the high school in Liubei,Guangxi.In order to analyze the practical effect of this topic,the research process used questionnaire survey and interview to focus on the changes of students in the cognitive field,behavior field and emotional quality field.The following conclusions are drawn: the teaching strategies and basic processes proposed in this topic help teachers to carry out in-depth instructional design,which has certain effectiveness in promoting deep learning for students;using the teaching strategies and basic procedures proposed in this topic for teaching can make Students' performance in the cognitive field,behavior field,and emotional quality field has produced some positive changes.The teaching strategy and basic process of chemistry classroom teaching that promotes deep learning proposed in this subject are feasible and effective.Due to my limited research level and teaching level,short practice time,and small experimental range,the teaching strategies and basic processes mentioned in this topic need to be further developed and improved in future teaching,and the research conclusions need to be further tested.