The Design Strategy About The Chemical Recitation Lessons Of Junior High School Under The Guidance Of SOLO Theory

With the continuous development of the new curriculum teaching,junior middle school chemistry teaching ideas have obvious changes,advocate starting from the students,stimulate students' interest in learning,to mobilize students' learning enthusiasm,But at the same time to the junior middle school chemistry recitation class brought a big challenge,how to teachers in a limited review time,comprehensive review efficiency,enhance the level of students' thinking development and mobilize students' learning initiative,there are still a lot of confusion.SOLO theory is a theory of cognitive development,react to the learner in a particular problem is analyzed,the learners' thinking in layered structure,according to the complexity from low to high is divided into 5 levels,qualitative evaluation on learners' learning process.Teachers can draw lessons from SOLO theory to evaluate the students' feedback,students' thinking level,which can draw students' cognitive level on a subject knowledge.Based on SOLO theory as a guide,combined with the junior middle school chemistry discipline characteristic,concrete analysis of the content of the junior middle school chemistry curriculum,SOLO for junior middle school chemistry teaching target classification,reasonable arrangement order to review the content of teaching,starting from the students' thinking level,recitation of junior high school to carry on the design,adoption of a certain teaching strategy,teaching and adjust teaching,in order to achieve the goal of improve students' chemistry thinking level.This study use case study method,through experimental classes and that in comparative classes teaching experiment,compared with students' learning initiative and cognitive level changes,combined with interviews to students,by the experimental data and the interview,the SOLO theory to guide the design of classroom teaching is in line with the students' cognitive law of development,can objectively determine the students' thinking level,teachers can effectively adjust the teaching progress and to optimize the classroom teaching design,on the basis of teaching not only improve the students' cognitive level,improves the students chemistry,and enhance the level of students' chemistry thinking and promote the student to carry on the deep study.Therefore,SOLO theory to the junior middle school chemistry recitation design is of guiding significance.