Evaluation Of High School Students’ Chemical Thinking Level Based On SOLO Classification Theory Taxonomy

The new round of teaching reform advocates innovative teaching and learning methods,emphasizes teachers’ dominance in the teaching process and gives play to students’ subjective initiative.SOLO classification evaluation theory,as a cognitive development theory,can reflect the performance states of learners in different learning tasks and the complex structural levels of individual performance under different representations,so as to evaluate the quality of students’ learning process.Based on the analysis and research of SOLO classification evaluation theory,this paper attempts to improve the theory in accordance with the teaching evaluation and teaching guidance of chemistry,and proves the feasibility of using SOLO classification principle to evaluate students’ chemical thinking.The main improvement is that the classification level of the original theory is divided more carefully,adding FIVE different thinking level levels: R1,R2,R3,E1 and E2(i.e.low,medium and high relational structural thinking level and low and high abstract extended structural thinking level).On this basis,Based on the general chemistry curriculum standard of senior high school,the standard of thinking level of examination questions in senior high school chemistry is established.Secondly,according to the concept definition of SOLO classification evaluation theory,combined with the actual situation of the students problem solving,after elaboration of thinking levels correspond to the manifestation of the students,thus created could reflect the thinking of students in the process of problem solving chemistry thinking level level standard,which provides some references for the measurement for the teaching and teaching evaluation.In this paper,the students in a class of grade one in a middle school in Chenzhou City of Hunan Province are taken as the test research object,and the students’ answering situation is studied by using the test method and analysis method.The students’ thinking level is diagnosed and analyzed in the answering process by using the final monitoring paper of grade one as a tool.The results show that the thinking level of senior one students has the following characteristics:First,the thinking level of senior one students is mainly at the level of relevance structure,which indicates that students at this stage have the ability to identify and model knowledge in different situations,and combine knowledge for comprehensive solution.Secondly,a small number of students’ thinking development ability has not reached the level of relevance structure,and their comprehensive sorting and analysis ability is also poor;Third,by analyzing the correlation between students’ test scores and their thinking level,it is found that students’ test scores have a high correlation with their thinking level,which shows that it is reliable to judge the development stage of students’ thinking level by analyzing their specific performance in solving problems.Finally,teaching suggestions are put forward according to the characteristics of different types of thinking: D and E students with lower thinking level should pay attention to mastering basic knowledge of chemistry and cultivate learning interest;Class B and C students need to strengthen the cultivation of chemical modeling ability;The thinking level of Class A students is developing well,so we need to pay attention to the cultivation of their creative ability and pioneering innovative thinking.Through the combination of visual experiment,cultivating students’ modeling ability and enhancing students’ learning enthusiasm,it is hoped to be helpful to practical teaching work.