Integrated Design Of "Teaching,Learning And Evaluation" Of High School Chemistry Based On SOLO Classification Theory

With the development and implementation of the new curriculum reform,the implementation of the concept of "teaching,learning and evaluation" has become an important component of the curriculum reform.The core literacy of chemistry is relatively general and abstract,and it is difficult to implement and control in the process of practical practice.Moreover,for a long time,China's evaluation of students has been mainly placed on the paper and pencil test of teaching,resulting in a separation between "teaching","learning" and "evaluation".At the same time,when many front-line teachers implement the integration of "teaching,learning and evaluation" in practice,they often have no way to start and cannot find a feasible way to carry it out.Therefore,in the teaching of chemistry,it is necessary to find an operational teaching and evaluation design model that can strengthen the connection between "teaching","learning" and "evaluation",and implement it throughout the teaching.This study uses SOLO classification theory to design the integration of "teaching,learning and evaluation" of high school chemistry,divides and designs the elements at different levels of the theory,and formulates the corresponding teaching design model and evaluation model.According to the three major themes divided by the principle of chemical reaction in the new curriculum standard,one topic is selected for case application and analysis.Through this study,the following results were obtained: First,the instructional design model based on SOLO classification theory was constructed.All aspects of the instructional design process can be scientifically corresponded to the model.Secondly,the evaluation model and scale under the theory are constructed.Based on this theory,a "diagnostic-formative-summative" interlinked evaluation system under the core literacy of high school chemistry has been formed.Third,a case study based on the teaching content of the optional compulsory one was made.Through the application and analysis of the case study of the teaching content of the selective compulsory middle school in high school chemistry,the theoretical model in this study can effectively help the majority of teachers to make the design more convenient and quality in the integration of "teaching,learning and evaluation".Finally,with the help of Weber's consistency and research analysis and SEC consistency test standards,the cases of the constructed teaching design model and the evaluation model are tested,and the test results show that the consistency of the cases designed under the theoretical model can be effectively guaranteed between "teaching","learning" and "evaluation".