Research On Physics Deep Learning Of Junior High School Students Based On SOLO Classification Theory

The rapid development of the times and the proposal of physical Core Literacy require that students should not stay in “Receptive learning style”.Students' Learning style should be transformed into higher level Cognition and migration of problem situation.For deep understanding of complex concepts,deep learning can be achieved.Deep Learning of Physics in Junior Middle School requires that Students need to achieve a deep understanding of physical knowledge through the process of physical learning such as information integration,problem solving,migration and application.Students can master the physics knowledge,design relevant experiments,apply the existing physics knowledge to contact other related contents,and solve the physics problems.Because the SOLO taxonomy theory divides students' thinking level from low to high into five levels: prestructural,unistructural,multistructural,relational and extended abstract,respectively,they fit in with the level of non-learning,surface learning and deep learning.It can provide a good reference and reference for the evaluation and teaching design of physics deep learning in junior middle school.This paper mainly consists of six parts:The first part mainly introduces the research background and significance of deep learning,and briefly introduces the general situation and the latest research progress at home and abroad.The second part is the theoretical definition of the related concepts and the theoretical basis of the research.On the basis of Shanghai junior middle school physics curriculum standard,the definition of physics deep learning in junior middle school is defined.This paper expounds the content of SOLO taxonomy theory,and further analyzes the conformity of SOLO taxonomy theory to the evaluation of deep learning results.Finally,the evaluation model of physics deep learning level in junior high school is constructed.The third part compiles the test paper of physics depth learning level of junior middle school based on the established theoretical model,and establishes the standard of SOLO level of the test question by applying SOLO taxonomy theory,and investigates the present situation of physics depth learning of 130 students in a junior middle school in Shanghai.The fourth part divides the students' physical depth learning level according to the theoretical framework set up above,and analyzes the specific test answers and the reasons for the errors.The study found that:The physics learning level of junior middle school students is not high in general,and most of them are in shallow level.Students with shallow learning levels are vulnerable to thinking stereotypes,erroneous experiences,and hidden information,and lack of integration in their knowledge structures.For physics experiment,the students with shallow learning level have some problems,such as abnormal expression of experiments,lack of attention to experimental phenomena,understanding,analysis and application of conclusions and so on.The fifth part is based on the analysis of the test results,combined with SOLO taxonomy theory and junior high school physics teaching characteristics,aiming at different levels of students put forward corresponding teaching strategies.The sixth part is based on the investigation and analysis of the junior high school biology depth learning strategy,selecting "pressure" and "electric power" two content,teaching examples analysis,showing the specific application of teaching strategy.The seventh part is the summary and deficiency of this subject.The study of deep learning has important reference value to improve the effectiveness of junior middle school physics classroom teaching.The author hopes to promote the application of deep learning in junior middle school physics classroom through this research,and enrich the research of junior middle school physics teaching method.It provides some reference for the follow-up research.