Teaching Design And Practical Research Of "Hydrocarbon Derivatives" In Organic Chemistry Based On SOLO Taxonomy

With the improvement of the quality requirements of talent training in China,the requirements for cultivating students' chemical literacy are also improving.The construction and cultivation of chemical logical thinking has become a challenge for chemical workers.Organic compound knowledge is an important part of high school chemistry curriculum,which is reflected in both compulsory courses and selective compulsory courses,and the knowledge system has strong logic.Therefore,students' chemical logic thinking ability can be cultivated through effective organic chemistry teaching means and practice.SOLO Taxonomy is a theory that describes students' cognitive development from the perspective of students' thinking level.It can reflect the relationship between students' cognitive quantity and quality,and provide theoretical support for the teaching design of organic compounds.The teaching design based on SOLO Taxonomy is conducive to improve students' logical thinking ability,so as to cultivate students' core quality of chemistry.Based on SOLO Taxonomy and “hydrocarbon derivatives” as the research object,this paper applies the teaching design based on SOLO Taxonomy to practical teaching.Firstly,the literature and books related to“SOLO Taxonomy” are consulted,the research status of SOLO Taxonomy at home and abroad and its application in chemistry teaching are described,and the related concepts are defined at the same time;By analyzing the teaching content of “hydrocarbon derivatives”,the teaching design framework based on SOLO Taxonomy is designed and constructed;The teaching design framework based on SOLO Taxonomy is applied to “hydrocarbon derivatives”,and the teaching cases of “halogenated hydrocarbon” and“aldehyde” based on SOLO Taxonomy are designed,and the practical teaching research is carried out;Finally,the practical teaching effect of organic chemistry based on solo classification theory is analyzed and discussed.The research results show that through the tests before and after teaching in the experimental class and the control class and the analysis of the test results,it can be seen that:(1)The number of students with multi-point structure level and correlation structure level in the experimental class has increased significantly,which shows that the teaching practice guided by SOLO Taxonomy can promote the development of students' thinking level to a higher level.(2)The instructional design based on SOLO Taxonomy is more in line with the requirements of the new curriculum standards,and also provides another perspective for the instructional design of organic chemistry knowledge.It has a certain reference value compared with the traditional instructional design.It can be seen that it is feasible to design teaching based on SOLO Taxonomy,which is conducive to improving students' interest in learning chemistry and cultivating their logical thinking ability,so as to effectively improve the quality of teaching.