Research On The Application Of SOLO Taxonomy In Senior Middle School Chemistry Teaching Under The New Curriculum Standard

In the 21 st century,China's education reform is in full swing today.Education development and innovation have also become the key to rejuvenating the country through science and technology and the great rejuvenation of the nation.The new educational concept aims to cultivate students' scientific thinking ability,which undoubtedly puts forward new requirements for modern teaching,from the unilateral transfer of knowledge by teachers as the main body to the core of student learning,and develops its thinking level based on this.However,under the current teaching mode,the high school chemistry teaching activities still pay too much attention to the knowledge itself and ignore the changes in the level of thinking and cognition of students in the teaching process.At the same time,although the "High School Chemistry Curriculum Standard(2017)Edition" proposed to cultivate students' core literacy and pay attention to the diversity of teaching evaluation,in fact,teaching evaluation was limited to paper-and-pencil tests,which led to developmental evaluation in the form.It is unable to follow the development trend of students' cognitive level in a timely and dynamic manner and lacks the sense of hierarchical teaching.SOLO Taxonomy is an evaluation method formed according to the cognitive characteristics of students and its hierarchical characteristics are consistent with teaching.In view of this,this article intends to analyze the application of SOLO Taxonomy in the context of high school chemistry teaching under the background of the new curriculum standard under the guidance of the theory and the author's own educational practice experience.The content of this thesis is divided into five parts:The first part: It mainly introduces the research background,purpose and significance,the research method and technical route of the thesis.The second part: Based on a brief description of the core concepts involved in this thesis,the current situation and theoretical basis of research at home and abroad are described.The third part: This part consists of chapters three and four.Chapter three analyzes the characteristics of the new chemistry lessons.Based on this,the SOLO Taxonomy is linked to it,and it is cut into multiple perspectives in teaching design,exercise review and post-reflection application,establish standards based on the new curriculum standards and the content of chemistry subject knowledge and demonstrate with actual teaching courses,while detailing the analysis of teaching materials used in teaching design,diagnosis of learning,the formulation of learning and evaluation goals,scientific selection methods,effective classroom questioning multiple links,and optimization of literacy teaching sequence.The fourth chapter is based on the application design of chapter three,taking the new content of "aluminum metal material" in the compulsory course of Luke Edition Chemistry 1 as the specific teaching case.The fourth part: For the implementation of the specific teaching guided by the SOLO Taxonomy under the new curriculum standard,before and after the implementation,the difference in thinking levels between the experimental class and the control class was tested.The data collected and sorted and analyzed with SPSS 23.0showed that the two classes without significant differences in thinking levels before implementation showed experimental class correlation and expanded structural thinking levels after actual teaching,which were significantly higher than those of the control class;And further explore its practical significance based on teacher interviews.The fifth part: Research conclusions,innovations,deficiencies,suggestions and prospects.Summarize the "Application of SOLO Taxonomy in High School Chemistry Teaching",point out the innovation of this research,and reflect on the shortcomings of this research.Finally,make suggestions and prospects for this research.All in all,this study is a high school chemistry teaching application guided by the SOLO Taxonomy under the new curriculum standard.It aims to use the high school chemistry teaching as a carrier to achieve layered teaching to promote the developmentof students' thinking level and promote the diversity and dynamic of educational evaluation.