Practical Research On Advanced Teaching Of The Core Concepts Of Oxidation-reduction Reaction Based On SOLO Classification Theory

The core concept is the backbone of subject knowledge and plays a leading role in chemistry teaching.Advanced teaching of core concepts can help students understand concepts layer by layer.SOLO classification theory,as the basis for evaluating teaching,has guiding significance for the division of advanced learning level.As one of the core concepts in senior high school chemistry,"oxidation-reduction reaction" has many basic concepts and is difficult to understand,so it is necessary to carry out advanced teaching of the core concepts.This study organized the literature research method to sort out the current status of domestic and international research on SOLO classification theory,core concepts and learning progression,to defined relevant concepts.Constructivism learning theory,zone of proximal development theory and SOLO classification theory are the theoretical basis of this study.Through questionnaire survey and interview survey,we know the current teaching situation of the core concepts of chemistry in senior high schools and analyze the survey results.According to the survey results and the requirements of new curriculum standards and textbook contents,the progression levels of the core concepts of oxidation-reductio reactions were delineated,and put forward the teaching principles and strategies to promote students’advanced learning of the core concepts of chemistry.On this basis,three teaching cases of"oxidation-reductio reaction","oxidant and reductant" and "basic law of oxidation-reductio reaction"were designed,and the teaching practice was carried out in two classes of grade one in a senior high school in Tianshui City.After the practice,according to SOLO classification theory,after-class test questions were designed to test students,and some students and teachers are interviewed.Through quantitative analysis of test results and qualitative analysis of interview results,the practice results are summarized.The results of the study indicate that the division of core concept progression levels guided by SOLO classification theory is beneficial for teachers to grasp the depth and breadth of instruction and provide pedagogical references for teachers’ bridging instruction and concept teaching;the design of the advanced teaching link of oxidation-reduction reaction concepts provides learning ideas for students to learn the concepts related to oxidation-reduction reaction;the application of teaching strategies for core concepts in chemistry in the teaching process can effectively transform students’ learning style of mechanical memory in conceptual knowledge and promote their deeper understanding and wider application of chemical concepts.