| Education is a hot topic in today’s era and has always received widespread attention from all sectors of society.Education in our country has always emphasized the cultivation of morality and talent,as well as the cultivation of students’ innovative spirit and practical abilities.The focus of education should not be on cultivating "candidates" who can only perform outstandingly in exam scores,but on cultivating new young people who can think independently,innovate bravely,challenge bravely,and be good at trying,and can develop in all aspects.However,in terms of basic education,there are still objective phenomena such as emphasizing knowledge impartation in actual teaching and using students’ exam scores as a measuring stick.How to effectively solve these practical problems,scientifically and reasonably implement quality education,and promote the comprehensive development of students has always been the focus and difficulty of educators’ work.The SOLO classification theory has a unique hierarchical nature and is closely related to the order of students’ physical and mental development.It starts from students’ cognitive and practical thinking,and takes their cognitive level as a foothold.It divides students’ thinking level from low to high into pre structural level(P),single point structural level(U),multi point structural level(M),correlation structural level(R),and abstract extended structural level(E),Its purpose is to promote the development of students’ thinking level and achieve the target level of student development.This study is based on the SOLO classification theory and closely revolves around the curriculum standards to design and practice a hierarchical teaching approach for "sulfur and its compounds".Before and after the teaching practice,students’ classroom performance and paper and pencil test scores are used to test whether the combination of SOLO classification theory and high school chemistry teaching design has a positive effect on the development of students’ ability to master knowledge and thinking level.Specifically,it will revolve around the following steps:Firstly,using literature research method as the research method,the current research status of SOLO classification theory in high school chemistry teaching is organized,and through analysis,it is concluded that the reasonable application of SOLO classification theory in high school chemistry teaching has practical significance for promoting student development.Secondly,based on the SOLO classification theory,a detailed teaching design is carried out for "sulfur and its compounds".The main content includes textbook analysis,learning situation analysis,teaching objectives,teaching priorities and difficulties,learning objectives,evaluation objectives,student activities and evaluation activities,etc.Once again,carry out teaching practice.Practice is the only criterion for testing truth.In this practice,two classes were selected as research subjects and teaching activities based on SOLO classification theory were conducted in each class.Through analyzing the exam scores and classroom performance of the two classes,it was found that there were certain differences in the scores and student performance before and after teaching,Furthermore,it indicates that the design of high school chemistry teaching based on SOLO classification theory has a positive effect on the development of students’ ability to master knowledge and thinking level.Finally,SPSS26.0 was used to compare the academic performance of two classes of students before and after learning as a quantitative analysis.However,this study continuously constructed a three-dimensional model of "sulfur and its compounds" oxidizing and "valence class property" during the teaching process.Therefore,after students learned the knowledge of "sulfur and its compounds",their ability to independently construct a three-dimensional model of "sulfur and its compounds" reducing and "valence class property" was taken as the criterion.Based on teaching practice,the following conclusions are drawn:(1)Using SOLO classification theory as the theoretical basis and combining it with specific high school chemistry knowledge content can enable teachers to more intuitively grasp the current learning situation of students,and make timely adjustments based on student feedback,effectively promoting teaching.(2)Using SOLO classification theory as the theoretical basis and combining it with specific high school chemistry knowledge content can simplify students’ learning tasks,reduce their learning difficulty,and promote students with different levels of thinking to develop towards higher levels.(3)Using SOLO classification theory as the theoretical foundation and closely integrating it with high school chemistry teaching content can help students change their original learning methods,learn to independently construct knowledge networks,and effectively improve their academic performance. |
