Research On Teaching Design Of Electrochemistry Core Concepts In Senior High School Based On Learning Progression Theory

Under the background of new curriculum,more emphasis is placed on the value of discipline in educating people.Scholars in education agree that current science education must incorporate short,detailed lessons,and that students' cognitive structures develop as they age.With such science curriculum concept,the science education field formally put forward the learning progression in 2004,which is a hot topic in today's education circle.Learn advanced theory,the process must follow a typical path,prophase study groundwork for the subsequent learning,learning is one of the core concepts in the students' cognitive structure deepening and perfecting of refinement process,is the knowledge,thinking,accomplishment and ability of ascension,emphasizes the students' understanding of core concepts of structured,systematic.This study focuses on how to design the teaching of electrochemical core concepts in high school based on the learning progression theory.By combing the teaching of chemistry core concept,electrochemical teaching and advanced teaching design of electrochemical core concept,the study advanced theory is discussed,and its connotation is defined as well as the core concepts of electrochemistry are defined as galvanic cell and electrolytic cell.On this basis,the two-dimensional advanced level level of electrochemical understanding and discipline ability development is constructed firstly.Then,according to the constructed learning progression and learning situation to develop effective testing tools;Thirdly,electrochemistry teaching design was developed according to the test results and learning progression.Finally,two classes of grade two in a high school of a county in Dingxi City,Gansu Province were taught by comparative analysis of control variables.After the implementation,self-made test questions and unstructured interviews were used to evaluate and interview students,and then the implementation effect of teaching design based on electrochemical core concept of learning progression theory was objectively evaluated and effective suggestions were put forward.The research shows that the teaching of high school electrochemical core concepts based on the learning progression theory is better than the traditional teaching,which is beneficial to enrich students' understanding of electrochemical knowledge,improve their thinking,help students understand the structure and systematization of electrochemical knowledge,and improve students' ability in chemistry.It can improve the overall teaching effect when teaching for students with different foundation and different learning ability.Therefore,the following conclusions are drawn:Learning progression can help teachers design reasonable teaching objectives and improve classroom teaching efficiency;Advanced teaching is conducive to students' understanding of the core concepts of electrochemistry and the development of their subject competence;Learning progression contributes to the integration of teaching-learning-evaluation.Combined with the above results and conclusions,this study puts forward suggestions from three aspects: the integration of teaching content,the formulation of teaching design,and the diagnosis and evaluation of teaching,hoping to provide ideas for the overall teaching of electrochemistry for high school teachers.