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新课标下SOLO分类理论在高中化学教学中的应用研究1
学科教学（化学）研究生杨杰指导老师王升文副教授卡通熊猫
摘要：21世纪的今日我国教育改革正在如火如荼地进行，教育发展与革新也成为科技兴国和民族伟大复兴的关键。新的教育理念旨在培养学生的科学思维能力，这无疑对现代教学提出新的要求：从以教师单方面传授知识为主体转向以学生学习为核心，并在此基础上发展其思维水平。然而目前的教学模式下，高中化学教学活动中仍过分关注知识本身却忽略学生在教学过程中思维认知水平层次变化情况。与此同时，尽管在《高中化学课程标准(2017年)版》中提出培养学生核心素养注重教学评价多样化，但事实上教学评价局限于纸笔测试。因此导致发展性评价流于形式，教师无法及时动态地关注学生认知水平的发展趋势且缺乏分层教学意识。SOLO分类理论是根据学生认知特点而形成的一种评价方式并且其分层次的特点与教学相契合。针对于此本文拟在该理论指导下，结合笔者自身教育实习经历对新课标背景下的SOLO分类理论在高中化学教学应用进行探析。
本论文内容共分为五部分：
第一部分：主要介绍了研究背景、目的与意义，论文的研究方法及技术路线。
第二部分：在针对本论文涉及的核心概念简述的基础上对国内外研究现状及理论基础进行了阐述。
第三部分：该部分由第三章、第四章两章内容组成；第三章内容分析了化学新授课的特点，基于此将SOLO分类理论与其联系，在教学设计、习题批改以及教后反思多个角度切入应用，根据新课标及化学学科知识内容特点建立标准并以实际教学课程论证，同时细化应用在教学设计的教材分析、诊断学情、学习与评价目标制定、科学选择方法、有效课堂提问、优化素养为本的教学顺序多个环节。第四章则是根据第三章应用设计以鲁科版化学1必修《铝金属材料》新授课内容作为具体教学案例。
第四部分：对新课标下SOLO分类理论指导的教学进行实施，在实施前后进行测试检测实验班、对照班两个班级学生思维水平差异性，将所得数据收集、整理，
采用SPSS23.0进行分析表明实施前思维水平不具有显著性差异的两个班级在实际教学后呈现出实验班关联、拓展结构思维水平显著高于对照班；并根据教师访谈进一步探讨其实践意义。
第五部分：研究结论、创新点、不足、建议及展望。归纳了“SOLO分类理论在高中化学教学应用”的结论，指出本研究创新之处，并且反省本次研究中的不足之处，最后为此题研究进行建议与展望。
总而言之，本研究是新课标下SOLO分类理论为指导的高中化学教学应用，旨在以高中化学教学为载体实现分层教学推动学生思维水平的发展，促进教育评价多样化且动态化。
连锁加盟排行榜关键词：新课标；SOLO分类理论；教育评价；思维水平；高中化学教学
陈俊威Rearch on the Application of SOLO Taxonomy in Senior Middle School Chemistry Teaching under the New Curriculum
Standard
Abstract
In the21st century,China's education reform is in full swing today.Education development and innovation have also become the key to rejuvenating the country through science and technology and the great rejuvenation of the nation.The new educational concept aims to cultivate students'scientific thinking ability,which undoubtedly puts forward new requirements for modern teaching,from the unilateral transfer of knowledge by teachers as the main body to the core of student learning,and develops its thinking level bad on this.However,under the current teaching mode,the high school chemistry teaching activities still pay too much attention to the knowledge itlf and ignore the changes in the level of thinking and cognition of students in the teaching process.At the same time,although the"High School Chemistry Curriculum Standard(2017)Edition"propod to cultivate students'core literacy and pay attention to the diversity of teaching evaluation,in fact,teaching evaluation was limited to paper-and-pencil tests,which led to developmental evaluation 限制英语
in the form.It is unable to follow the development trend of students'cognitive level in a timely and dynamic manner and lacks the n of hierarchical teaching.SOLO Taxonomy is an evaluation method formed according to the cognitive characteristics of students and its hierarchical characteristics are consistent with teaching.In view of this,this article intends to analyze the application of SOLO Taxonomy in the context of high school chemistry teaching under the background of the new curriculum standard under the guidance of the theory and the author's own educational practice experience.
The content of this thesis is divided into five parts:
The first part:It mainly introduces the rearch background,purpo and significance,the rearch method and technical route of the thesis.
The cond part:Bad on a brief description of the core concepts involved in this thesis,the current situation and theoretical basis of rearch at home and abroad are described.
The third part:This part consists of chapters three and four.Chapter three analyzes the characteristics of the new chemistry lessons.Bad on this,the SOLO Taxonomy is linked to it,and it is cut into multiple perspectives in teaching design,exerci review and post-reflection application,est
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ablish standards bad on the new curriculum standards and the content of chemistry subject knowledge and demonstrate with actual teaching cours,while detailing the analysis of teaching materials ud in teaching design,diagnosis of learning,the formulation of learning and evaluation goals,scientific lection methods,effective classroom questioning multiple links,and optimization of literacy teaching quence.The fourth chapter is bad on the application design of chapter three,taking the new content of"aluminum metal material"in the compulsory cour of Luke Edition Chemistry1as the specific teaching ca.
The fourth part:For the implementation of the specific teaching guided by the SOLO Taxonomy under the new curriculum standard,before and after the implementation,the difference in thinking levels between the experimental class and the control class was tested.The data collected and sorted and analyzed with SPSS23.0 showed that the two class without significant differences in thinking levels before implementation showed experimental class correlation and expanded structural thinking levels after actual teaching,which were significantly higher than tho of the control class;And further explore its practical significance bad on teacher interviews.
The fifth part:Rearch conclusions,innovations,deficiencies,suggestions and prospects.Summarize the"Application of SOLO Taxonomy in High School Chemistry Teaching",point out the innovation of t
his rearch,and reflect on the shortcomings of this rearch.Finally,make suggestions and prospects for this rearch.
All in all,this study is a high school chemistry teaching application guided by the SOLO Taxonomy under the new curriculum standard.It aims to u the high school chemistry teaching as a carrier to achieve layered teaching to promote the development
羁绊是感情深吗of students'thinking level and promote the diversity and dynamic of educational evaluation.
Graduate:Yang Jie(Major in chemistry teaching)
Directed by:Prof.Wang Shengwen
Keywords：New curriculum standard;SOLO Taxonomy;Educational evaluation; Thinking level;High school chemistry teaching.
