Research On Problem Chain Teaching In Chemistry Classroom Guided By SOLO Classification ——Take The First Volume Of Chemistry Required For High School As An Example

With the improvement of society and life quality in the 21 st century,education needs to make corresponding changes timely.The past teaching mode can no longer meet the needs of the present society for innovative talents,and innovative thinking and high-level thinking is the key and foundation of cultivating innovative talents,and the problem-oriented teaching mode is more conducive to cultivating students’ innovative thinking and high-level thinking.Therefore,this study has profound practical significance to explore the research of problem chain teaching in chemistry classroom basing on the perspective of SOLO classification theory.In this paper,literature research method is adopted to sort out the research status of problem chain teaching and SOLO classification theory from domestic and foreign perspectives,and clarify the research purpose and significance,research content and methods.On this basis,the core concepts of question teaching and question chain are defined.Based on the theoretical support of constructivism theory,SOLO classification theory and zone of proximal development theory,the deficiencies of the current situation of questioning in chemistry class are analyzed.Combined with teachers’ use of SOLO classification theory and question chain teaching,The principles of problem chain teaching in chemistry classroom based on SOLO classification theory are proposed:basic principle,appropriate principle,situation principle,pertinence principle and inquiry principle.The corresponding problem design strategies are constructed: analyze the teaching foundation and formulate the teaching objectives;Organize the main line of teaching and construct the problem frame;Rationally organize materials and create problem situations;Carefully preset subquestions,perfect the filling question chain.Teaching implementation strategies:optimize verbal expression and grasp the waiting time;Perform hierarchical presets to diagnose thinking levels.After-class reflection strategy: strengthen theoretical learning,improve their own teaching;Attach importance to teaching reflection and formulate corresponding strategies.For testing the feasibility and effectiveness of teaching principles and teaching strategies,class 2106 and Class 2107 of grade one in Wuzhou Senior High School were selected as the research objects,and the teaching practice was carried out for one semester.During the research process,data were collected by questionnaire survey,pen-and-paper test,after-class tracking evaluation and other research methods,focusing on the changes in students’ learning attitude,classroom performance,question thinking and effect feedback.The conclusions are drawn: the teaching practice of the teaching principles and strategies proposed can promote some positive changes in the field of students’ learning attitude,classroom performance,problem thinking and effect feedback.The problem chain teaching based on SOLO classification theory proposed has certain feasibility and effectiveness.Although this study has achieved certain results,there are still some areas to be improved and perfected in the teaching research and strategies proposed due to the limitations of research objects and research time,evaluation methods and measurement tools to be improved and the author’s research level and teaching ability to be limited.