Research On Chemistry Cohesive Teaching Of Junior And Senior High School Based On SOLO Classification Theory ——Taking Ionic Reaction And Redox Reaction As An Example

Chemistry Curriculum Standards for General High School(2017 Edition,revised in2020)points out that the chemistry curriculum for general high school is a basic course connected with the chemistry curriculum of compulsory education.A good bridging education is conducive to improving students' core disciplinary literacy and strengthening the integrity,continuity and consistency of chemistry curriculum.After entering high school,students not only have to adapt to the change of learning pace in high school,but also face the problem of choosing courses.Therefore,it is of great importance to connect high school with middle school.Literature analysis was used to analyze and sort out the research results and inspirations of chemistry cohesion teaching and SOLO classification theory in chemistry teaching at home and abroad.Questionnaire survey was used to investigate the basic information of senior high school teachers,their understanding of curriculum standards,their attention to frontier theories of education,their understanding and application of SOLO classification theory,their bridging teaching design,their use of assessment tools of SOLO classification theory and their attitude towards SOLO classification theory.Respectively using the method of comparative analysis,the requirement of the high school chemistry curriculum standard and the contents of the textbooks are compared,and the “amount of substance” as an example to show how to use SOLO classification evaluation theory defines the knowledge level of learning,and based on the theory of SOLO classification is put forward to promote students' thinking level development framework of teaching design and teaching strategies,guiding the design of teaching cases and implementing them in experimental classes.By means of statistical analysis,the results of mid-term examination are counted and analyzed to test the practical effect of bridging teaching.The research results show that: firstly,middle school teachers have weak awareness of cohesion,insufficient research on cohesion teaching,lack of attention to the cultivation of non-intellectual factors and other problems in cohesion teaching,and have a superficial understanding of SOLO classification theory.Secondly,through teaching practice,the average score of the experimental class is significantly higher than that of the control class,and there is a significant difference in the scores of the two classes,indicating that the teaching design framework and teaching strategy proposed based on SOLO classification theory are effective.Thirdly,the average scores of low-order SOLO level and high-order SOLO level tests of the experimental class and the control class were statistically analyzed.It was found that the improvement of high-order thinking level of the experimental class was more obvious than that of low-order thinking level,indicating that the bridging teaching design guided by the SOLO classification theory was conducive to the progression of learning.