Teaching Strategies For Promoting Deep Learning Of Chemistry In Senior High School Under The Framework Of SOLO Classification Theory

With the rapid development of science and technology,the country is in urgent need of innovative and integrated talents.,it has become an inevitable trend of the development of national education to promote the transformation of talent cultivation methods and students’ learning methods.Deep learning is an efficient way of learning based on understanding,which requires learners to achieve depth in cognitive level,thinking level,behavior style,emotional attitude and other aspects.More and more educators believe that deep learning is one of the important ways to realize the goal of national education reform and develop students’ core quality.The current research proposes a teaching strategy to promote the deep learning of high school chemistry under the framework of SOLO classification theory,and discusses the influence of this strategy on high school students’ deep learning of chemistry.The specific content is divided into the following four parts:The first part,current situation investigation.Carried out a questionnaire survey to understand the current situation of students’ deep learning,designed teacher interview outline to understand deep learning teaching,and analyzed the problems existing in deep learning teaching and learning of chemistry in senior high schools,to provide factual basis for subsequent research.The second part,strategy proposed.Combined with the investigation results of deep learning teaching and learning in high school chemistry,the teaching strategies to promote deep learning in high school chemistry under the framework of SOLO classification theory is put forward.Teaching preparation stage:(1)pre-assessment to understand students’ cognitive level;(2)Determine the requirements of deep learning based on curriculum standards;(3)Grasp the core knowledge of teaching and construct knowledge correlation with meaning.Classroom teaching stage:(1)Set up classroom questions skillfully to promote students’ deep thinking;(2)Create learning situations to trigger cognitive conflicts;(3)Focus on group cooperation and exploration,cultivate cooperation consciousness and communication ability;(4)Use mind mapping to build knowledge correlation.Evaluation reflection stage;(1)Pay attention to self-reflective evaluation;(2)Advocate a variety of evaluation methods.The third part,case design.The teaching contents of "REDOX reaction" and "Chlorine and Its Compounds" in the first compulsory chemistry book of senior high school were selected,and the teaching case design was carried out under the guidance of the teaching strategy.The fourth part,educational experiment.Selected the students of one or two parallel classes in a high school in Dalian,Liaoning Province as the research objects,and carried ou a3-month educational experiment to test the effectiveness and feasibility of this teaching strategy in promoting students’ deep learning.The research shows that the teaching strategy to promote the deep learning of high school chemistry under the framework of SOLO classification theory can make students show some positive changes in the cognitive field,interpersonal field,introspection field and thinking level,which can provide reference for the teaching and learning of deep learning in the practice of chemistry education.