Practice Research On The Implicit Layered Teaching In High School Chemistry Based On DOK Classification Theory

With the progress of social development,higher requirements are put forward for education.In order to adapt to the development of the times,education reform is constantly evolving.The general high school chemistry curriculum standards proposed in 2017,it has clearly pointed out that we need to pay attention to the development needs of students' personalized and diversified learning,promote comprehensive and individual development of students.So the advantages of implicit layered teaching model are shown.Due to the differences of family background and social experience,the gap between students has widened.Students' learning interests,learning habits and learning habits are different in the same class.However,the traditional teaching model can no longer meet the development needs of all students.While the new teaching model can teach students according to their different learning characteristics,and different levels of students' development in the ZPD will be maximized.This paper constructs a framework of Chemistry Teaching in senior high school basing on the Depth of Knowledge classification.The framework of high school chemistry teaching is based on the DOK classification.The content of knowledge is divided into five levels:Recall and Reproduction,Skill and Conception,Strategic Thinking and Extend Thinking.According to this theory,teacher layer teaching knowledge,let students make progress step by step in the learning process,and promote the individual development of each student.This paper consists of five chapters.The first chapter studies the theory of layered teaching and the Depth of Knowledge by reading literature,and determines the research content and methods based on it.The second chapter defined the concept of implicit layered teaching and the DOK theory,and determines the theoretical and practical basis of teaching practice.The third chapter designs and implements the implicit layered teaching of high school chemistry.In the forth chapter,through the analysis and comparison of the date results,it is found that the implicit layered teaching has a positive impact,students' learning interests and performance are improved.This teaching model caters to the needs of students at all levels,so that each student can achieve personalized development.In the last chapter,we got the research conclusion,find out the shortcomings in the practice process,and hope to get better improvement in the future.