Important Concepts In Atomic Topics And Their Learning Progression

With the increasingly fierce international competition in the 21 st century,all countries are concerned about cultivating talents and promoting the core quality of citizens,science core concept of learning has gradually become the important problem of the curriculum reform and education research.Material structure is one of the core concepts,including the understanding of the concept of atoms is material,conservation of the basis of the concept is established,and one of the most influential in the history of science is the material of atomic and molecular model,it can be used to explain and predict various phenomena.Therefore,this paper takes the atomic theme in the big concept as the research content,and probes into the important concepts under the atomic theme.The main research content structure is as follows:First of all,this paper reviews the core concepts and the important concepts,and analyzes the definition in both domestic and foreign countries.At the same time,a review and analysis of the research background and research results are carried out at home and abroad.On this basis,the important concept of atomic subject is determined.Under the guidance of the theory of continuous development of Piaget’s theory and the theory of long-term memory,the method of the study progression and the use of Rasch model advanced tools are determined.Second,select the important concepts under the atomic theme.Based on the standard of science curriculum in primary schools and related natural science textbooks,the concept map of the material world and its important concepts related to the atomic theme are sorted out.According to the curriculum standard of junior high school and teaching materials,American science explorer(junior middle school textbook)about the content and standards of material and related atomic topics and the important concepts;According to the high school curriculum standards,textbooks and other versions of the teaching material and physics:principles and problems(American)、 Navigation map of scientific literacy,through comparative analysis this material.Extract the following important concepts relevant to the subject matter and atom.Concept will be selected to develop Likert scale theory of physics teaching in middle school teachers and university teachers to investigate,according to the result of recognition degree,removing part of the concept,to determine this paper advanced an important concept for 22.And the teaching material logic design of the primary middle school and high school paragraph learning advanced hypothesis.Thirdly,the development of measurement questionnaire and evaluation of test results.The preparation of measurement questionnaire(middle school,high school)is based on the obligation of education and authoritative teaching materials,and is reviewed by the experts of course teaching,and the test results are analyzed.This test questionnaire is based on the currently recognized Rasch model to evaluate reliability,validity and difficulty,differentiability,and one dimension.On this basis,the reliability test questionnaire is obtained.Fourth,verify learning progression.After receiving the reliable test questionnaire,the whole groups of samples were tested in eighth grade,ninth grade and senior three students,and finally they were tried out for performance.Finally,the difficulty value of important concepts under the atomic theme of middle school stage is obtained,and the verification and revision of learning progression hypothesis is carried out.Implementation method: it is difficult to modify the difficulty order based on the internal logical order of physics discipline.First,the overall framework verified that the average difficulty of the important concepts in the initial middle school was-0.395,and the difficulty of high middle school was 1.262,and the difficulty gap and the division of learning segments were verified.Secondly,the concept is integrated into the concept group to compare the advanced stage,and the important concept of "atomic theme" in the early middle school section can be divided into three conceptual groups: molecule,atomic structure and nucleus.The average difficulty is:-0.42,-0.4,-0.37.The important concepts of high school segments are grouped into several conceptual groups:atomic models,nuclei,electrons,and linear spectra.Their average difficulty was 1.71075,0.82,0.185,1.065.After the arrangement of the learning order of the conceptual group,the important concepts in each concept group are ordered in order,and the concept map of learning progression is formulated in detail.In order to integrate the concept map of middle school and high school section,the concept sequence of atomic theme is established,which is the learning progression.On this basis,the theory of Piaget’s concept is reflected.Based on the above studies,this study concludes that there are 22 important concepts under the "atomic theme" in middle school.The difficulty value of the important concept under "atomic theme" is obtained.The learning progression diagram of "atomic theme" is established.Construct the atomic learning advanced topic,can make the students knowledge of cohesion not more coherent,can offer students learning achievement of expected goal,for the design and development in the period of summative evaluation provides the reference.At the same time,the advanced method of this study can also provide a reference method for the progression of other core concepts.Course design should be considered era needs,social needs,subject logic and cognitivefactors such as students,this paper mainly in the need of society,subject logic and cognitive perspective of students,to extract the core of the concept of key concepts and difficult to measure,and based on this logical discussion,in the hope of schools at all levels of curriculum standards and training goal and provide a reference for the establishment of teacher’s teaching goal.