The Senior High School Students’ Learning Situation Of "Salt Hydrolysis" Research Based On SOLO Classification Theory

The new national curriculum reform and the high school chemistry curriculum standard(2017 edition)put forward that the evaluation of students should not only focus on students’ learning results,but also pay attention to students’ learning attitude and learning process.Due to the limitations of the existing paper-and-pencil tests,the current chemical evaluation lacks the measurement of students’ thinking process and thinking level,which cannot accurately reflect students’ mastery of knowledge,let alone pay attention to the process and state of students’ learning knowledge.Based on SOLO classification theory,this paper evaluates the students’ thinking process and level of thinking based on the five cognitive structure levels from low to high contained in SOLO classification theory.In order to understand the high school students’ learning statusfor the hydrolysis of salts,find the problems of students in the process of it and to put forward targeted teaching strategy,the author went through some related research literature,took some research results of the hydrolysis of salts and SOLO classification theory at home and abroadfor reference and compiled a test paper to detect the hydrolysis learning level of students.239 senior high school students at different levels in W County W Middle School of Tianshui City,Gansu Province who are taught by the author have been tested.The results showed that,High school students had a high learning level of salt hydrolysis principle: In terms of the essence and process of salt hydrolysis and the symbolic representation of salt hydrolysis,students are below the level of single-point structure and multi-point structure.In the study of the law of salt hydrolysis,it is above the level of multi-point structure and basically reaches the level of correlation structure.The learning level of influencing factors of salt hydrolysis is higher:The students’ learning of the structure and properties of salt itself is above the level of single-point structure and below the level of multi-point structure;the learning of solvent and other solutes and external environmental factors(T,c,etc.)is above thelevel of single-point structure,basically reaching the level of related structure.The applied learning level of salt hydrolysis is low: Students achieve above the single-point structure level and below multi-point structure level in the learning of micro-application of salt hydrolysis,macro-application of salt hydrolysis,industrial and agricultural production and application in daily life.The main reasons for the problems are: The content of salt hydrolysis is complex;the students’ knowledge base of salt hydrolysis is weak;the students’ ability of triple representation transformation of salt hydrolysis knowledge is not high;the students’ thinking of salt hydrolysis knowledge is heterogeneous;and the students’ abstract logical thinking is backward.At the same time,some teaching strategies are put forward to improve the learning level of salt hydrolysis in senior high school students: Learning task layer,the development level of thinking;Problem solving oriented,carry out the experimental teaching;Adopt advance organizer strategy;To guide students to establish ideas and methods for analyzing salt aqueous solution;Promote students to carry out salt hydrolysis knowledge transfer independently.