Research On High School Chemistry Experiment Teaching Design Based On SOLO Classification Theor

Chemistry is a subject based on experiments,which carries out a variety of inquiry activities mainly based on chemistry experiments to respond to the "literacy-based" proposed by the new curriculum standard,which is conducive to improve students’ learning motivation and scientific thinking.In order to better improve the effect of the chemistry experiment teaching and response to the implementation of "teaching,learning,evaluation" integration,it’s necessary to evaluate students’ thinking level,core quality and academic quality,and pay attention to students’ different thinking level,literacy,and academic quality level in solving the problem,so that the ideal teaching effect will be achieved through promoting the students’ essence of thinking.This paper takes the new curriculum standard as the background and is guided by the Structure of the Observed Learning Outcome classification theory(hereinafter referred to as SOLO classification theory)to explore its application research in chemistry experiment teaching in high school,give full play to the role of promoting students’ thinking level,implement the core quality of chemistry and achieve a good academic achievement.The specific process is as follows: First,using the literature analysis method to understand the application status of SOLO classification theory in the field of chemistry teaching,and it’s development status at home and abroad.Second,selecting research materials for instructional design.Two experiments are selected from the first "experimental chemistry" theme 2—— The principle of chemical reaction.The selected two experiments are combined with SOLO classification theory to refine the teaching content,teaching objectives and academic quality level,on this basis the instructional design is conducted.Third,implementing the teaching cases.Using the comparative experiment method,two classes of the same level are selected through teaching comparison by the test questions before the learning situation survey.By analyzing the learning situation of the two classes before and after teaching,exploring the effectiveness of SOLO classification theory in chemistry experiment teaching,as well as the effectiveness of cultivating core literacy and academic quality.The research conclusion of this paper is as follows:(1)The refined teaching content and teaching objectives combined with the SOLO classification theory make the knowledge clear and show the students ’thinking level more clearly,which is beneficial to improve students’ higher thinking level and to help teachers to master the students’ thinking situation and make pointed reference to improve the teaching quality.The results of the two posttests show that the difference between the students in the two classes in single point and multipoint structure is small,and the score difference is below 0.4,while the difference between the correlation structure and abstract logical structure is larger than 0.7,which is more obvious;(2)The teaching guided by SOLO classification theory has good effect in cultivating chemical core literacy and academic quality level.The score rate of the experimental class in each quality and academic quality is generally higher than that of the control class.