Research On Learning Progressions Of "Primary Battery" In Chinese High-school Chemistry

Learning progressions is more focused on the vertical perspective to analyze the students' cognitive level of knowledge,and regard the students' learning as a spiral,continuous process.Advanced researches on the learning progressions helped make clear the level that students should be achieved and grasp the overall level of the students,then make better to serve students to learn.In order to do the research on learning progressions of “Primary Battery” in Chinese High-school Chemistry,this paper has done the following work:In the based research part,first read a lot of literature,in-depth understand and learn the meaning of learning progressions.Then analyze the research status at home and abroad and summary the research results.Finally define the learning progressions.In the supporting research part,expound and analyze the content standard of the primary battery in the new curriculum standard.Accordingly,build a high school primary battery system.According to the primary battery contents and characteristics divided it to four different types of knowledge,named conditional knowledge,subject-matter knowledge,strategical knowledge and conceptual knowledge.This step helps to divide the level.In the end,divide different ability level.In the core research part,built the model of primary battery,explain and detect of it.Based on the model,write papers and do the test.Finally collect measurement results,analysis them and make the conclusion.Through the above study,the conclusion is drawn.There is a gap between the fourth level and the fifth level of the learning progressions model for the students of greed two and greed three.The ability of the grade two students to deal with the new information of the original battery and the ability to use the knowledge flexibly,compared with the greed three showed obvious deficiencies.