Research On The Integrated Teaching Practice Of"teaching,learning And Evaluation" Of Chemistry In Senior High School Based On SOLO Classification Theory

The "Chemistry Curriculum Standards for General High Schools(2017 Edition)" put forward the concept of integration of "teaching,learning and evaluation " as an important way to improve students' thinking and develop their core literacy in chemistry.SOLO classification theory(Structure of the Observed Learning Outcome)is a qualitative assessment method divided by five levels,each of which reflects the cognitive characteristics of students.Based on the SOLO classification theory,we explore the new teaching idea and model of integrating "teaching,learning and evaluation ",which has certain reference value to improve the teaching effect of high school chemistry classroom.On the basis of literature analysis,we investigated and analyzed the current situation of "teaching,learning,and evaluation" integrated teaching in high school chemistry in a middle school in Hanzhong City,so as to carry out targeted research.Based on the results of the survey and analysis of the current situation,we integrated the relevant education and teaching theories,and divided the design path of "teaching,learning,and evaluation" into three parts based on the essence and model of "teaching,learning,and evaluation" integration: goal setting,immediate evaluation,and task implementation.The integration path of SOLO classification theory and "teaching,learning and evaluation" was explored,and an integrated teaching model of "teaching,learning and evaluation" based on SOLO classification theory was constructed.The study was conducted with 99 students in two parallel classes of a high school in Hanzhong City.The feasibility and effectiveness of this teaching model were examined by analyzing the changes in pre and post test chemistry scores and thinking levels,and by conducting student interviews.The following conclusions were drawn from this study:1.Through the investigation of the current situation,the student questionnaire data showed that: some chemistry teachers lacked guidance for students' thinking in the classroom,the evaluation method was relatively single,and there was a separation between teaching and evaluation.Interviews with teachers revealed that the concept of "teaching,learning,and evaluation" was not fully adopted in the actual teaching.2.Applying SOLO classification theory to all aspects of "teaching,learning and evaluation" integration is conducive to the effective implementation of the concept of "teaching,learning and evaluation" integration.3.By analyzing the results of the post-test,we found that:(1)the overall average score of the experimental class was 5.39 points higher than that of the control class in the post-test of thinking level.There were significant differences between the two classes in the level of correlational structure and the level of extended abstract structure.(2)The mean chemistry final score of the experimental class was 4.8 points higher than that of the control class.This shows that the implementation of the integrated "teaching,learning and evaluation" model based on SOLO classification theory has contributed to the improvement of students' thinking and academic performance.4.The results of the student interviews show that the timely and targeted assessment provided by the teacher in the classroom helps students improve their learning methods and increase their interest in learning chemistry.The results of the student interviews showed that the teachers' timely and targeted assessment in the classroom helped students improve their learning methods and increase their interest in learning chemistry.Overall,the teaching model proposed in this study is feasible and effective in promoting students' thinking and core literacy development in chemistry.