The Practical Research Of Question Chain Based On SOLO Classification Theory In Chemistry Teaching Of Senior Two

The importance of cultivating students’ thinking ability and problem awareness is clearly emphasized in Chemistry Curriculum Standards for senior high Schools(2017 edition,2020revision).The key to training students’ thinking ability and problem awareness is to carry out scientific and effective problem chain teaching in class,design hierarchical sub-problem chain with core problem as the center,and evaluate students’ thinking structure with SOLO classification theory.The research shows that the existing high school chemistry problem chain teaching can not guide students to think about chemical problems well.Therefore,this paper combines the SOLO classification theory with the question chain,and carries out teaching practice,in order to make up for the deficiency of the question chain design,and promote the development of students’ thinking ability,improve students’ problem awareness and promote the development of teachers’ professional ability.By referring to,sorting out and analyzing the literature,the background of the topic of this paper is clarified,and the research status of "SOLO classification theory","problem chain" and "combination of SOLO classification theory and problem chain" at home and abroad is sorted out.The research content of this paper is determined to be the practical research of problem chain based on SOLO classification theory in chemistry teaching of senior two.At the same time,in order to clarify the scope of the research,the concept of "problem chain" and "problem chain based on SOLO classification theory" is defined,and the SOLO classification theory,learning hierarchy theory,constructivism theory,problem teaching theory and zone of recent development theory are taken as the theoretical support of this paper.On the basis of previous studies,this paper proposes the design principles and types of question chain teaching based on the classification theory of SOLO,constructs the process framework of question chain teaching based on the classification theory of SOLO,and carries out teaching design and practice according to the design principles and framework.(1)Two classes were selected as the experimental class and the control class,and the results of the first monthly examination of the students in the two classes were analyzed to ensure that there was little difference in the chemistry results of the two classes on the whole,which could be used as research objects.(2)The experimental class uses the question chain based on the classification theory of SOLO for teaching,while the control class uses the traditional teaching design for teaching.(3)Prepare test questions before and after students’ thinking level to test the changes of students’ thinking level before and after practice;Questionnaire was prepared to test the influence of practice on students’ learning motivation,reflection level,problem awareness,cooperation awareness and confidence in learning chemistry.By analyzing the final chemistry scores of two classes,the influence of practice on students’ chemistry scores was tested.The practical results show that: through the analysis of the test questions before and after the students’ thinking level,the number of students in the experimental class with multi-point structure level decreases,while the number of students with association structure level increases,indicating that the problem chain teaching based on the classification theory of SOLO is conducive to promoting the improvement of students’ thinking level.Through the analysis of students’ questionnaires,it can be seen that the scoring rate of students in the experimental class is higher than that in the control class in the five aspects of learning motivation,reflection level,problem awareness,cooperation awareness and confidence in learning chemistry,indicating that the problem chain teaching based on the classification theory of SOLO is conducive to improving students’ learning motivation,reflection level,problem awareness,cooperation awareness and confidence in learning chemistry.Through the analysis of students’ final chemistry scores,the average score of students in the experimental class is higher than that in the control class,indicating that the question chain teaching based on the classification theory of SOLO is conducive to improving students’ chemistry scores.Therefore,the problem chain teaching based on SOLO classification theory proposed in this paper is feasible and effective.