Teaching Design And Practice Of "Ion Reaction" Core Concept Of Middle School Chemistry Based On Learning Progression Theory

Under the background of new curriculum,education emphasizes the value of discipline in educating people.The 2017 edition of chemistry curriculum standards for ordinary high school officially puts forward the key competences of chemistry Subject.This makes it an important task for chemistry teaching to develop students' key competences in chemistry.This also makes the teaching research of "quality is the foundation" become one of the hot spots.The study of learning progression is a hot topic in international educational research.The field of chemistry education in China has been widely studied."Learning progression" reveals students' cognition and learning path in learning a certain subject.It can combine subject knowledge and subject accomplishment in chemistry teaching.It provides an effective program for implementing core literacy.It is of guiding significance to improve the overall learning effect of teaching for students with different foundation and learning ability that is Teaching design based on learning progression theory.The researchers reviewed a decade's worth of domestic and international literature.This paper summarizes and analyzes the core concepts of chemistry,the research on learning progression and application,and the research status of ion reaction teaching design.Based on the analysis of the knowledge structure of chemistry textbooks and the content requirements of curriculum standards,this paper drew the knowledge network diagram of pure substance and mixture,ion reaction and REDO.Based on this,the advanced hypothesis is preliminarily carried out according to the context of knowledge.Through interviews with teachers,the purpose is to understand teachers' understanding of the "ion reaction" knowledge system and students' understanding stage of micro-content learning.Based on the interview results,the author adjusted the original advanced hypothesis.On the basis of the original dimension of knowledge and experience,the dimension of subject competence is added to form a two-dimensional progression.Then,based on the learning progression level division of "ion reaction",the knowledge path design is carried out from the two dimensions of "knowledge of matter","reknowledge of complex decomposition reaction","oxidation-reduction reaction","ion coexistence" and "fact","mapping","correlation" and "integration".It combines "accomplishment" requirement to carry on teaching design to this part of knowledge.Finally,the teaching design is put into practice.It is found that instructional design based on learning progression is conducive to guiding students' knowledge acquisition and knowledge construction,and contributing to the formation of students' chemical thinking.This study builds the knowledge framework of "ion reaction" based on the learning progression theory.This paper attempts to integrate "accomplishment" organically into the specific teaching of "ion reaction" for teaching design.The author hopes that this case can provide reference for teachers of senior high school to carry out teaching design and implement core qualities.