Advanced Teaching Research On The Core Concept Of "electrolyte Solution" Based On SOLO Classification Theory

In 2004,the National Research Council first proposed the concept of �learning progressions�,and formally decided in 2011 to integrate science course education on the basis of�learning progressions�in order to ensure the continuity and integrity of science education.Since the concept was put forward,the study of learning progressions has gradually become a research hotspot in the field of science education,and has achieved a series of research results.Thus it has been widely recognized by the academic community,and the research focus has gradually shifted from theoretical design to practical application.Domestic scholars have gradually realized the importance of studying learning progressions,and tried to guide teaching practice by constructing core concepts of learning progressions.First,this paper analyzed the essence knowledge of � electrolyte solution �discipline,sorted out the relevant literature,and conducted a questionnaire survey among high school chemistry teachers.Thus to make certain the core concepts of�electrolyte solution�,i.e.electrolyte,ionization,ion reaction and hydrolysis of salts.Second,this paper analyzed the required learning targets of each core concept for students in different periods of study by studying curriculum standards,examination outline and related literature.Then,combined with the relevant researches of SOLO classification theory,the advanced goals of the core concepts of�electrolyte solution�corresponding to the cognitive performance characteristics of each SOLO level were analyzed,and the learning progressions of the core concepts of �electrolyte solution�based on SOLO levels were formed.On this basis,taking the�ion reaction�teaching contents of senior high school chemistry compulsory course of PEP(the People's Education Press)as an example,this paper designed an advanced teaching plan based on the corresponding core concepts,and implemented it in the experimental class,while the control class is taught by the teaching design formulated by the former teacher.After the completion of the teaching experiment,post-test and interview were conducted to verify the teaching effect.Through the above research,the following research results were obtained:(1)In this paper,SPSS 20.0 is used to test the post-test results of the two classes.From the test results,we can see that the average score of the experimental class is significantly higher than that of the control class.It shows that the implementation oflearning progressions teaching design based on core concepts is conducive to students' learning and mastery of knowledge.(2)The test results show that the two classes have different understanding levels of core concepts.The experimental class has better understanding of the corresponding core concepts than the control class.More students in the experimental class can achieve multi-level and correlation level.It shows that the implementation of learning progressions teaching design based on core concepts helps to improve the thinking level of learners.(3)In terms of the performance of core competencies level,more students in the experimental class meet the requirements of academic quality level 1 and core competencies level 1.Therefore,the implementation of learning progressions teaching design based on core concepts is conducive to the development of students' core discipline competencies.(4)Through interviews,it is found that the two classes have different feelings in class.The students in the experimental class expressed their approval for novice teachers' attempting new teaching method,believing their teacher's teaching design conformed to their psychological needs and cognitive level.The students in the control class are very conscientious in class and can participate in the class.Though their teacher's class is very difficult and has a large capacity,their teacher's teaching is still widely recognized.In conclusion,it can be seen that the learning progressions teaching design based on core concepts related to � electrolyte solution � is more in line with students' psychological needs and cognitive level.It helps students to construct core concepts,deepen their understanding of knowledge,enable learners to reach a higher level of thinking,and help them develop their core competencies of chemistry.