SOLO分类理论指导下的概念进阶教学设计——以“反应热”教学为例

Conceptual Aadvanced Instructional Design under the Guidance of SOLO Classification Theory——Taking“reaction heat”teaching as an example

化学概念的教学要遵循学生概念学习的进阶性。SOLO分类理论能够评估学生的认知层次水平,可用于指导和评价化学概念的进阶式教学。以新人教版选择性必修1教材“反应热”的教学为例,结合新课标(2017年版2020年修订)的内容要求,利用SOLO分类理论确定该内容概念教学的层级。并以概念层级确定教学目标、设计教学过程,帮助学生形成“反应热”的认识模型,促进学生化学学科核心素养的发展。

The teaching of chemical concepts should follow the advanced character of students’conceptual learning.SOLO classification theory can evaluate the cognitive level of students and can be used to guide and evaluate the advanced teaching of chemical concepts.Taking the teaching of“Reaction Heat”as an example,combined with the content requirements of the new curriculum standard(2017 edition revised in 2020),the classification theory of SOLO is used to determine the teaching level of this content concept.At the same time,we determine the teaching objectives and design the teaching process at the concept level to help students form the cognitive model of“reaction heat”and promote the development of students’core quality of chemistry.