High School Chemistry Concept Teaching Based On SOLO Classification Theory And Handheld Technology

In recent years,the National Education Conference has emphasized that educators should conscientiously implement Xi Jinping's fundamental task of practicing morality and cultivating people,implement the strategic action of digital education,use educational theory and information technology to actively innovate,and realize the diversification of educational forms and diversified development of educational evaluation in the new era.Because the digital experiment of handheld technology can promote students' thinking development and cultivate students' subject literacy of model cognition through evidential reasoning,it has been a hot topic in the current teaching reform.SOLO classification theory(all known as' Structure of Observed Learning Outcome' translated into 'Structure of Observed Learning Outcome')as a theory to evaluate the learning quality can be used as a theoretical basis for teachers to carry out multiple evaluation.In chemical experiments,handheld technology can provide evidence to help students reasoning,promote the development of students' thinking,and improve the core literacy of students' model cognition.The combination of SOLO classification theory and handheld technology can help teachers diagnose students' thinking level of concept cognition according to the characteristics of structural level,especially deal with the internal relationship between the essence of micro chemical reaction and macro phenomenon.It can also help teachers adjust the teaching progress effectively according to the development of students' thinking when they face new problems and new concepts,and realize the hierarchical and quality development of teaching.Many experts and scholars have combined SOLO classification theory with handheld technology to design concept teaching cases to discuss its advantages,but they have not constructed the concept teaching mode.Based on this,this paper investigates the current situation of high school chemistry concept teaching in Luoyang,and uses SOLO classification theory and handheld technology to optimize the 'electrolytic cell'.The teaching process is designed from three aspects of knowledge,ability and thinking when students cognize concepts,and the SOLO-HHT high school chemistry concept teaching mode is constructed.In order to verify the effectiveness of this model,the' original battery' and 'weak electrolyte ionization' are designed.The conclusions are as follows :(1)Teachers and students have a high degree of recognition of the new concept teaching model.(2)The problem classroom under the new concept teaching mode conforms to the law of students' thinking development and can improve students' cognitive ability of concept.In the case of students' thinking stratification,with the help of data information in digital experiments,the key information in the concept is extracted,and the students are guided to reason their internal relationship in the form of problems.The problem classroom designed in this way can help students break through the understanding of conceptual knowledge from quantitative change to qualitative change,and cultivate students' core literacy of evidence reasoning and model cognition.(3)The new concept teaching mode plays a role in deepening the understanding of concepts,expanding the amount of information in the classroom graph analysis,and improving the accuracy of concept exercises.(4)The evaluation method of the new concept teaching mode can also realize personalized homework through online homework platform.