A Practical Study Of SOLO Taxonomy In High School Chemistry Teaching ——An Example From The Chapter Of "Periodic Law Of Elements"

Since the new curriculum reform,China has put forward new requirements for curriculum assessment in both compulsory and senior secondary education,emphasising that teachers should change from the traditional performance-based assessment to a diversified assessment model,and that they need to pay attention to students' physical and mental development characteristics in teaching activities to promote their all-round development.The SOLO taxonomy is an irreplaceable tool in the field of assessment,as it emphasises the importance of the process of change in students' thinking during teaching and learning,and provides a comprehensive assessment of students' thinking skills,which can be used to design teaching that is more relevant to the actual development of students and to encourage teachers to pay more attention to students' cognitive development and level of change in thinking.The chapter on the periodic law of the elements has been significantly enhanced by the new textbook,so this paper has chosen to explore the combination of the two.The study begins with an explanation of the need to apply SOLO taxonomy,followed by a review of the results of domestic and international research on the theory and a summary of the theoretical foundations.Then,we analyse and summarise the SOLO level of the questions related to the chapter on the periodic law of the elements in the National Paper II of the past ten years,and design the teaching and homework of the chapter on the periodic law of the elements on this basis.Under the guidance of the SOLO taxonomy,the students were stratified into different levels and the teaching objectives,learning tasks and assignments for each level were determined.In the experimental class,the three main sections of teaching were "Atomic structure and the periodic table","Periodic law of the elements" and "Chemical bonding".At the end of the experiment,the results of students' changes in performance,interest and level of thinking were summarised and analysed with SPSS 25.0 to explore the effectiveness of applying SOLO taxonomy to high school chemistry teaching.After conducting the teaching practice,it was found that the application of SOLO taxonomy to the teaching of periodic law chapters has more significant advantages than traditional teaching design.The method plays a positive role in promoting students' interest in learning,providing feedback on teaching effectiveness and enhancing students' thinking.Due to the importance of the periodic law chapter and the level of student thinking required,the application of SOLO taxonomy can help teachers to better integrate the curriculum standards into their teaching design.Finally,the paper analyses the problems that exist in the practice process.It is hoped that SOLO classification theory will play a greater role in the field of chemistry teaching and learning,and can contribute strongly to the flourishing of the field.