A Study On The Application Of Problem Chain Teaching In High School Chemistry Based On The SOLO Classification Theory

"Redox reactions are the main focus of study throughout high school chemistry,and for beginners,their abstract concepts and complicated laws can easily lead to confusion in students’ conceptual understanding and application of the laws.In order to meet the requirements of core literacy and curriculum standards for students’ academic quality,and to promote beginners’ clarification of concepts,understanding and application of laws,the author uses SOLO classification theory as a guide to compile a problem chain integrating key concepts and core problems of redox reactions,forming a SOLO classification theory problem chain teaching model to promote teaching with problems and help students better understand and master redox reactions.reactions.This study is based on the core problems of redox reactions as the center,and constructs a problem chain linking concepts and laws to help students complete the progression from concept understanding,law understanding,and law application.The author defines relevant concepts from literature research,and clarifies the theoretical research basis of SOLO classification theory and problem chain teaching.Based on the curriculum standard,textbook content,and senior examination questions,I extracted the core problems of redox reactions and combined them with SOLO classification theory to compile the problem chains,and completed the problem achievement level classification of SOLO classification.Combined with the current situation of students in the internship school,we developed assessment tools for pre-test,post-test,case tracking and student interview,and established experimental subjects.The case study was designed and implemented by combining the main points of SOLO classification theory and the characteristics of redox reactions.Finally,the effectiveness of the teaching was evaluated by comparing the students’ performance with the pre and post-tests,post-test interviews and student case tracking,combined with classroom observations and teacher comments.The study shows that the problem chain teaching guided by SOLO classification theory can help students learn the concepts and principles of high school chemistry better,help them build a framework of high school chemistry knowledge,form a progression of knowledge from cognition to understanding to application,and increase their motivation and sense of accomplishment,which has certain reference value for front-line teachers’ teaching and contributes to the realization of curriculum objectives and cultivation of students’ core It has a certain reference value for front-line teachers’ teaching,and has a positive effect on the realization of curriculum objectives and the cultivation of students’ core qualities.