【作者】 邹霞；

【导师】 文丰玉； 马红艳；

【作者基本信息】 西华师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 十九大召开以来,我国的教育革新、课程改革、高考改革都在大力倡导尊重学生个体差异、关注学生主体地位、注重发展个性教育,隐性分层教学应时而生,并且倍受教育者的关注与青睐。隐性分层教学针对学生的个体差异设计教学活动、课堂提问、分层典例等,满足各层次学生的发展需求,实现“人人有所学、人人有所得”,落实因材施教,培养新时代人才。SOLO理论是一种新型的质性评价理论,可测试被试者的思维方式与反应水平,将其运用于隐性分层教学中,能增加学生评价的准确性与科学性,提高教学的针对性。高一化学主要涉及化学体系中的基础性内容,是基础化学教育过渡的关键期,对人才培养起着奠基作用。因此,对基于SOLO理论的高一化学隐性分层教学进行研究具有现实意义。本文以“SOLO理论”、“掌握学习理论”、“语言输入假说i+1理论”以及“多元智能理论”四大理论基础作为支撑,采用文献研究法、访谈法、纸笔测试法和实验研究法等科学研究方法进行研究。首先,梳理与研究相关的文献,明确了选题缘由和研究意义,了解了国内外对于SOLO理论和隐性分层教学的研究现状,并结合本文研究特色界定了“分层教学”和“隐性分层教学”两个核心概念。其次,为了解高一学生个体间的差异性情况以及高一化学实施隐性分层教学的现状,对数位高一化学教师进行了访谈,并对访谈结果作了整理。然后,提出了基于SOLO理论的高一化学隐性分层教学的策略与原则,总结了SOLO理论指导下的隐性分层教学的实施步骤。最后,选取了两个水平相当的班级作为试验对象,进行对照教学,展示了《氧化还原反应》、《碳酸钠和碳酸氢钠》、《氯气与水的反应》三个具体的教学案例,实践结束后从化学成绩、学习评价、SOLO等级对结果进行了统计与分析。实践结果表明:在高一化学中实施基于SOLO理论的隐性分层教学能提高学生的化学成绩,改善班级的两极分化现象,对学生的学习兴趣、课堂表现、作业情况都有一定的积极作用,并能有效提升学生的SOLO思维等级,实现人人学有所得、日有所长。更多还原

【Abstract】 Since the 19 th National Congress of the Communist Party of China,the education innovation,curriculum reform,and college entrance examination reform in China have vigorously advocated respecting individual differences among students,paying attention to student subject status and developing individual education.Therefore,implicit stratified teaching came into being,which has attracted much attention and favor from educationists.For contenting the development needs of students at all levels,realizing the goal of “everyone learns,everyone gains”,putting individualized teaching into effect and training talents.Implicit stratified teaching designs teaching activities,classroom questions,stratified exercises and so on.SOLO theory is a new qualitative evaluation theory,which can test the thinking mode and response level of participants.Applying the theory to implicit stratified teaching can develop the accuracy and rationality of student evaluation,and improve the pertinence of teaching.Chemistry in Senior one mainly involves the basic content of the chemistry system,which is a key turning point in the basic chemistry education.It plays the foundational role in talent training.Therefore,it is practically significant to research chemistry implicit stratified teaching in senior one based on SOLO theory.Four theoretical foundations of “SOLO theory”,“mastery of learning theory”,“language input hypothesis i+1 theory” and “multiple intelligence theory” were used as support of this article.Literature research method,interview method,paper-and-pencil test method,and experimental research method were mainly used in this paper.Firstly,the documents related to the research were sorted out,and the reasons for choosing the topic and significance of the research were clarified.The research status of SOLO theory and implicit stratified teaching at home and abroad were understood,and the two core concepts of “stratified teaching” and “implicit stratified teaching” were defined according to the research features.Secondly,to understand the individual differences of senior one students and the current implementation situation of the implicit stratified teaching of chemistry in senior one,several senior chemistry teachers were interviewed,and the interview results were collated.Then,strategies and principles of implicit stratified teaching of chemistry in senior one based on SOLO theory were proposed,and the implementation steps of implicit stratified teaching under the guidance of SOLO theory were summarized.Finally,two classes of equivalent level were selected as test subjects for controlled teaching,and three specific teaching cases of“Oxidation-reduction reaction”,“sodium carbonate and sodium bicarbonate”,“reaction of chlorine and water” were shown.The practical results were counted and analyzed from the chemistry scores,learning evaluations and SOLO grades.Practical results showed that the implementation of chemistry implicit stratified teaching based on SOLO theory in senior one improved students’ chemistry achievement,relieved the polarization of the class,and developed a positive influence on students’ learning interest,classroom participation and homework performance.It effectively promoted the levels of students’ SOLO thinking,and realized everyone’s harvest and growth every day.更多还原