Application Research Based On SOLO Classification Theory In The Teaching Of High School Chemistry Review Class

The SOLO classification theory is a scientific evaluation method based on the level of students' thinking.Teachers design course teaching according to the cognitive and thinking ability of students at different stages,conversion in teaching,and explore extensible knowledge from the perspective of students,and then achieve the best results under the appropriate teaching objectives.This paper evaluates the thinking level of high school students guided by SOLO theory,formulates chemistry review courses and teaches them in a rational way,and finally explores the application effect of SOLO stratification method in high school chemistry review class by practical teaching.This article was composed of five parts.The first part reviewed and collated the literature which published in the Chinese Knowledge Network about the application of SOLO stratification theory in teaching in the past ten years,then the birth background and core connotation of SOLO classification theory was introduced,and the application of SOLO classification theory in teaching was summarized.In view of the development trend and existing problems of the current chemical review class,the scientific and urgency of applying SOLO theory to the teaching of chemical review class is proposed.The second part was investigated the basic situation of the chemistry course of the first-year students and the third-year students based on questionnaires and interviews.Based on the SOLO classification theory,through the analysis and analysis,the SOLO theory was used to understand and evaluated the students' thinking level.Provide a reference for the rational design of the later chemistry course.The third part introduced that SOLO classification theory as a new evaluation concept and tool is of great significance for guiding the teaching of high school chemistry review course.On the basis of studying the basic situation of the chemistry course of high school students,the author uses the SOLO stratification theory to conduct a more specific study of redox reaction as an example to understand the real study level and difficult point,which provides a basis for the review teaching of redox reaction using SOLO stratification theory,and guides the actual teaching of redox reaction.The fourth part using the SOLO classification theory to carry out the teaching of theredox reaction review course,and the teaching results were tested.Compared with the test results of the students after the initial teaching,the average score of high school students in the redox reaction test was increased from 59.61 to 76.48 after review course teaching by using the SOLO stratification theory,and the increase rate was 28.3%.The average score of the seniors students' exercise test was increased from the original 61.86 points to 78.13 points,and the improvement rate was 26.30%.After using the SOLO stratification theory to review the redox reaction course,the students have developed from multi-point structure to the level of related structure thinking.In order to comprehensively study the scientific nature of SOLO stratification theory in chemistry teaching,the author uses SOLO classification theory to carry out experimental review teaching design on the content of "hydrolysis of salt" in high school chemistry teaching.The problem solving solution is to examine the learning effect of the students.The results show that after the "salt hydrolysis" experiment review teaching by SOLO stratification theory,students have a deeper understanding of the nature of salt hydrolysis,and the correct rate of exercises is also significantly improved after the experimental teaching.The SOLO classification design chemistry review course and the chemistry experiment review teaching are highly scientific and instructive,and can be extended to the other courses teaching.