Research On The Application Of Big Concept Teaching In Junior High School Physics Based On SOLO Taxonomy

After the promulgation of the "Compulsory Education Physics Curriculum Standards(2022 Edition)",a new round of compulsory education teaching reform officially kicked off,and the new teaching reform has brought new challenges to front-line teaching.Energy is one of the five main topics in the course content.How to cultivate students’ physical concept based on energy concept teaching,and then implement the cultivation of core quality,has become an important issue.In addition,compared with the traditional paper-and-pencil test evaluation,the literature-oriented evaluation research is relatively lacking,and the evaluation of the quality of students’ scientific thinking and physical thinking needs to be solved.SOLO taxonomy theory is a qualitative evaluation theory characterized by grade description.It can evaluate students’ thinking level,and then help teachers design teaching activities that meet students’ thinking level from the perspective of students’ thinking,which meets the dual needs of middle school physics teaching and evaluation reform under the new curriculum standards.Combined with the requirements of the new curriculum standards,this study uses the theory of SOLO taxonomy to guide the teaching practice of big concept in junior high school physics,and takes the chapter "electric power" of physics in junior high school as an example to carry out big concept teaching design to cultivate the energy concept of junior high school students.First of all,by referring to literature,the research status of SOLO taxonomy theory in the field of physics education was reviewed,and relevant research on energy concept in junior physics was focused on,and a hierarchy model diagram of energy concept was established.Secondly,based on the core literacy of physics in junior high school,guided by SOLO taxonomy theory and the content of the knowledge system of big concepts,corresponding teaching cases are designed and educational research experiments are carried out.In the teaching process,SOLO taxonomy theory is used to make classroom teaching more in line with the development of students’ thinking level,and process evaluation is carried out at the same time.Finally,test scores before and after teaching practice were collected for comparative analysis,to test the practical effect of SOLO taxonomy theory guiding big concept teaching.Through the research practice,the following conclusions are drawn:(1)Compared with the traditional teaching mode,the big concept teaching practice guided by the taxonomy theory of SOLO has obvious teaching effect.(2)Compared with the control class,the average score of the experimental class was improved to a certain extent,and the learning performance of the experimental class showed a positive development during the teaching practice;In terms of excellence rate,the experimental class improved more than the control class,indicating that SOLO taxonomy theory has a positive effect on the excellence rate of students’ performance,and can promote the development of students to a higher level of thinking.(3)Using SOLO taxonomy theory to carry out process evaluation can pay attention to the development of students’ learning style and thinking level,and individual diagnosis teaching can effectively promote individual learning progress.The practice of this study shows that SOLO taxonomy theory is operable,effective and practical in teaching application,which is convenient for teachers to form an integrated teaching mode of "teaching,learning and evaluation".It is tested that the guidance of SOLO taxonomy theory on big concept teaching can promote the improvement of students’ scientific thinking level,help students understand core concepts and form preliminary physics concepts,which has practical significance for the exploration of the cultivation path of core literacy of physics.