Research On The Design Of High School Chemistry Experiment Teaching Based On SOLO Classification Evaluation Theory

As a new evaluation model,SOLO classification evaluation theory has been widely studied.However,many of them are used as the evaluation method to carry on the related concepts and theories,or to study the application of the theory in the field of teaching evaluation,as well as the design of the test questions based on the SOLO classification evaluation theory.There are few researches on the application of SOLO classification evaluation theory in high school chemistry experiment teaching.This research is from this point of view,in order to provide some theoretical reference for high school chemistry experiment teaching.The research methods used in this study include literature analysis,questionnaire survey and case analysis.Through the analysis of the test questions from 2010 to 2015 in the national college entrance examination chemistry Vol,explores the characteristics and effects of the entrance of the college entrance examination chemistry chemistry experiment on the cultivation of students' ability,and the author conducted a survey analysis by Anhui province Fuyang City tenth middle school students and teachers,understand the status of implementation of high school chemistry experiment teaching.According to the learning theory of Constructivism that knowledge is not passive but active learners construct,and view of SOLO classification evaluation theory: the learner's thinking level is from simple to complex process,so the process of learner's learning should be a process from simple to complex.On this basis,this paper put forward the high school chemistry experiment teaching process should take the student as the center,taking students' background knowledge and thinking level,active construction of knowledge,development of students' ability of problem solving.According to the viewpoint,this paper put forward the method of senior high school chemistry experiment content evaluation theory to optimize based on the SOLO classification,these methods include the enhancement experimentinquiry,cultivating students' inquiry learning interest;the integration of experimental contents,cultivate students' ability to analyze problems,to help build self-confidence;contact real life and production,cultivate the ability to solve chemical problems students in practice.The results show that the SOLO classification evaluation theory not only can be used to evaluate the level of students' thinking,but also according to the SOLO classification evaluation theory analyse the requirements of chemical experiment examination of college entrance examination on the level of students' thinking,for example in the article through the analysis pointed out that chemical experiment examination of college entrance examination take level of students' association structure thinking ability as the most important part.So in teaching should focus on training the level of students' tassociation structure thinking ability.In addition,the SOLO classification evaluation can also provide theoretical guidance theory on design of high school chemistry experiment teaching,for example,according to the SOLO classification evaluation theory to determine the teaching objectives and tasks,the choice of teaching methods,appropriate scientific teaching order etc..Moreover,it has been proved that it is feasible to apply it to the design of chemistry experiment teaching.The optimization of the content of high school chemistry experiment and the design idea of high school chemistry experiment teaching are the further excavation of the theoretical value,and also provide some suggestions for improving the quality of chemical experiment teaching.