A Study On The Diagnosis And Practice Of Junior Middle School Chemistry Learning Based On SOLO Theory

The study of the mystery of material composition is the necessary premise for the learning and application of chemical terms in the whole middle school stage,and the important foundation for students to learn chemistry,which runs through the whole middle school stage and even the higher level of chemistry learning process.At the same time,the knowledge of this chapter is also the first learning difficulty and achievement polarization point for junior middle school students' chemistry study.In teaching,it is difficult for teachers to build a micro knowledge framework for students,so that students can not see microscopic things and establish micro cognitive system,which makes students difficult to understand micro concepts in learning.The mastery of this part of micro concepts is also very different.Teachers can not accurately understand their knowledge of this part of knowledge,so as to make targeted guidance.In view of this,this study creatively uses the SOLO classification theory combined with the examination points in the curriculum standards to compile learning diagnostic tools to diagnose students' learning conditions,so as to propose targeted teaching strategies to solve the difficulties in this part of knowledge teaching.This study adopts literature review method,paper and pencil test method,interview research method,practical research method and data analysis method.The research objects are students from two parallel classes of junior middle school chemistry in chengdu,sichuan province.First according to the curriculum standard and the local test at the end of the chapter outline to prepare two sets of test paper respectively in the students for the first time after completing the chapter "the mystery of the material" and round review after the chapter "the mystery of the material" test,in according to the theory of SOLO combining curriculum standard establishment study diagnostic tool to study the result of the two tests to diagnose.After the first test,the students of the experimental class were classified.In one round of review,the experimental class was classified and reviewed based on SOLO theory,and compared with the control class that took regular review after the review.Through the above studies,the author tries to find out the students' learning differentiation in the chapter of the mystery of material composition and the important role of the classified review model based on the SOLO theory in improving the efficiency of review.First learning according to the results of this study found that after the chapter "the mystery of the material",best students grasp of multivariate structure level,and on the level of single structure,poor grasp of associated mastery of the knowledge level and abstract and expand the worst,is learning differentiation points,and by both after review the way students are on the first two low mastery of knowledge has increased greatly,while in the latter two higher knowledge level is difficult to ascend,and differentiation.By comparing the scores of each level before and after review between the comparison class and the experimental class,it is found that the classified review mode based on SOLO theory can improve students' review effect more efficiently than the traditional review mode.According to the results obtained in this research,the author puts forward three teaching Suggestions based on actual teaching,which are that teachers should pay more attention to the teaching of basic knowledge in the new course teaching,teachers should pay attention to the differences of students in various aspects in the teaching process,and teachers should classify exercises when assigning exercises.