Research On Evaluation Of Chemical Thinking Level Based On SOLO Theory

The State Council of the CPC Central Committee and the Examination Center of the Ministry of Education have issued a series of relevant policy documents on the reform of educational evaluation.It can be seen that the educational evaluation mode in the new era is gradually developing towards quality evaluation and comprehensive evaluation.How to evaluate students' learning quality accurately under the environment of evaluation reform? It is necessary to find an evaluation method that can integrate quantitative and qualitative methods to accurately evaluate students' thinking level and realize comprehensive evaluation.Therefore,based on the SOLO classification theory and the four cornerstones model,this study established a tool for evaluating the chemical equilibrium thinking level of high school students.It was used to evaluate students' learning quality of chemical equilibrium,to judge students' SOLO level.Based on the research framework,some scoring models in the Rasch model were selected for scoring,and SOLO scoring criteria were formulated.According to the relationship between the steps of each project,the score was determined,and the students' scores were sorted out and analyzed with Winsteps software.Firstly,the overall quality of the questionnaire was evaluated,the fitting degree of data and model was judged,and the reliability,separation degree and project difficulty of the questionnaire were analyzed as the basis for revising and improving the questionnaire.Secondly,the scoring of each item was corrected through the scoring curve of each item,and some scoring levels were appropriately combined or deleted to make the scoring criteria more reasonable and reliable.Finally,the revised test questionnaire and scoring criteria were formally distributed and recovered,and after the Rasch results were qualified,SPSS and Excel were used for descriptive statistical analysis.The final research results show that:(1)The vast majority of students are in a multi-point structure in the study of chemical equilibrium,accounting for 48.8%.This part of the students can analyze the problem of chemical equilibrium from multiple perspectives,but they have not reached the correlation of knowledge.Although multiple breakthroughs can be found in each part of the content,the treatment of knowledge has not formed a system.(2)41.9% of the students are in an associative structure,second only to a multi-point structure.(3)The students in the single-point structure accounted for 7.1%,and the students in the abstract expansion structure level accounted for only 2%.It shows that a small number of students are accustomed to solving problems from a single point of view,and they often grasp a certain information to directly draw conclusions,while students with advanced thinking are rarely.In summary,when students learn chemical equilibrium,the SOLO level is more in the middle and less at both ends,that is,the multi-point structure is dominant.According to the reasons for this situation,corresponding strategies were proposed from the aspects of improving students' thinking,and practiced.Based on the specific SOLO thinking of a single project,the following suggestions were put forward for teacher'teaching:(1)Integrating textbook order to form a network of knowledge;(2)Following the cognitive characteristics of students to implement core literacy;(3)Paying attention to basic knowledge and promoting effective migration;(4)Using methods skillfully to improve students' thinking level.The topic of chemical equilibrium is varied and comprehensive,covering multiple representations such as curves,tables,symbols,macro and micro,etc.Therefore,in teaching and reviewing,efforts should be made to shorten the students' recent development zone,setting up hierarchical questions,and conducting teaching design reasonably.Realizing the transformation of students' overall thinking level from a multi-point structure to an association structure,and truly implement the core literacy in thinking.