Research On Chemistry Teaching Design And Practice Based On SOLO Taxonomy Theory

Structure of the Observed Learning Outcome(SOLO)taxonomy theory is a qualitative evaluation method characterized by grade description,which aims to analyze and evaluate students’ thinking heights when solving problems.The new educational concept aims to cultivate students’ scientific level of thinking,requiring teaching to change from the original one-sided imparting knowledge as the main body to students’ learning as the core,and on this basic to promote the development of students’ level of thinking.In the current teaching mode,chemistry teaching activities in senior high school still ignore the changes of students’ cognitive ability and level of thinking in the teaching process.The new curriculum standard points out that diversified evaluation methods should be adopted to evaluate students’ learning,but most of the teaching evaluation is limited to paper and pencil detection.Teacher cannot pay attention to the development trend of students’ cognitive level timely and dynamically due to the lack of stratified teaching consciousness theory.SOLO taxonomy theory,one focusing on students’ thinking development,can be used to support teaching design more suitable for the development of students’ thinking,which coincides with the requirements of the new curriculum standard for teaching.Based on this,the paper focuses on the superiority and application of SOLO taxonomy in senior high school chemistry teaching design.With the guidance of the new curriculum concept,taking SOLO taxonomy theory as the main theoretical support,this paper uses a series of research methods—literature method,interview method,comparative test method,paper and pencil detection method and statistical analysis method and so on—to test the feasibility of senior high school chemistry teaching design based on SOLO taxonomy theory in the specific teaching practice,which is supposed to provide reference for the teaching practice of senior high school chemistry teachers.By combing the research status of SOLO taxonomy theory and teaching design at home and abroad,the author chooses the teaching design and practice based on SOLO taxonomy theory as the research content as well as makes a clear definition of the core concepts of “teaching”,“teaching design” and “SOLO taxonomy theory” to determine the research scope.The author also makes an analysis of the advantages of SOLO taxonomy theory put into the practice of chemistry teaching design in senior high school;moreover,the author systematically expounds how to apply SOLO taxonomy theory to guide senior high school chemistry teaching design from the perspective of analyzing chemistry textbooks of senior high school and students’ level of thinking,targeting chemistry teaching,designing chemistry teaching procedures and choosing chemistry teaching methods.A general model of SOLO teaching design is constructed with the guidance of SOLO taxonomy theory,constructivism theory and cognitive development stage theory.The questionnaire was designed from students’ habits of learning and thinking and their abilities to question and solve problems,which helps to understand students’ real learning results in chemistry and provide reference for cases of teaching design in the future.Selecting the chemistry compulsory book 1 in senior high school released by Jiangsu Education Press,the author designs two teaching plans “sodium properties and preparation” and “ion reaction” based on the SOLO taxonomy theory with which the teachers can use these two teaching plans to carry out classroom teaching in the experimental class in contrast to the traditional classroom teaching in the control class,with students actual learning results tracked.With classroom observation scale and post-test questions as an evaluation tool to verify the feasibility of SOLO taxonomy theory to guide the design of chemistry teaching in senior high school.After the completion of teaching practice,spss26.0 software can also be used to process the relevant data collected in the experiment.The experimental results show that the design of chemistry teaching in senior high school based on SOLO taxonomy theory not only improves students’ learning enthusiasm,but also promotes the development of students’ level of thinking in chemistry.