Practice Research On Implicit Stratified Teaching Of Chemistry In Senior One Based On SOLO Theory

Since the 19 th National Congress of the Communist Party of China,the education innovation,curriculum reform,and college entrance examination reform in China have vigorously advocated respecting individual differences among students,paying attention to student subject status and developing individual education.Therefore,implicit stratified teaching came into being,which has attracted much attention and favor from educationists.For contenting the development needs of students at all levels,realizing the goal of “everyone learns,everyone gains”,putting individualized teaching into effect and training talents.Implicit stratified teaching designs teaching activities,classroom questions,stratified exercises and so on.SOLO theory is a new qualitative evaluation theory,which can test the thinking mode and response level of participants.Applying the theory to implicit stratified teaching can develop the accuracy and rationality of student evaluation,and improve the pertinence of teaching.Chemistry in Senior one mainly involves the basic content of the chemistry system,which is a key turning point in the basic chemistry education.It plays the foundational role in talent training.Therefore,it is practically significant to research chemistry implicit stratified teaching in senior one based on SOLO theory.Four theoretical foundations of “SOLO theory”,“mastery of learning theory”,“language input hypothesis i+1 theory” and “multiple intelligence theory” were used as support of this article.Literature research method,interview method,paper-and-pencil test method,and experimental research method were mainly used in this paper.Firstly,the documents related to the research were sorted out,and the reasons for choosing the topic and significance of the research were clarified.The research status of SOLO theory and implicit stratified teaching at home and abroad were understood,and the two core concepts of “stratified teaching” and “implicit stratified teaching” were defined according to the research features.Secondly,to understand the individual differences of senior one students and the current implementation situation of the implicit stratified teaching of chemistry in senior one,several senior chemistry teachers were interviewed,and the interview results were collated.Then,strategies and principles of implicit stratified teaching of chemistry in senior one based on SOLO theory were proposed,and the implementation steps of implicit stratified teaching under the guidance of SOLO theory were summarized.Finally,two classes of equivalent level were selected as test subjects for controlled teaching,and three specific teaching cases of“Oxidation-reduction reaction”,“sodium carbonate and sodium bicarbonate”,“reaction of chlorine and water” were shown.The practical results were counted and analyzed from the chemistry scores,learning evaluations and SOLO grades.Practical results showed that the implementation of chemistry implicit stratified teaching based on SOLO theory in senior one improved students’ chemistry achievement,relieved the polarization of the class,and developed a positive influence on students’ learning interest,classroom participation and homework performance.It effectively promoted the levels of students’ SOLO thinking,and realized everyone’s harvest and growth every day.