Advanced Design And Practice Research Of High School Chemistry Learning

In the past ten years,learning progression has become a hot research topic in the field of Chinese and foreign education,and has attracted the attention of scholars.In 2007,the National Council of the United States officially stated in the report that“learning progression is a description of the way in which students learn in depth and learn from each other in a time span.Since then,learning progression has gradually become an important basis for the revision of American educational science standards and examination evaluations,and has not been on the stage of the American science education community.Learning progression is the construction of subject knowledge around the core concept.The core concept is the main knowledge and key concepts at the center of the subject.Its significance is higher than the general concept.Students can use it to establish the connection between knowledge,thus systematically construct a complete knowledge system and realize the transfer of knowledge.This topic focuses on the core concepts and learning progression.Firstly,based on the results of literature research,the textbooks of junior high school are used as the standard to determine the relevant concepts of each section under the core concept of "ion reaction",and then establish concepts.The relationship diagram and analysis of the relationship between the concepts,with the perspective of the frontline teachers as a reference to the core concept of "ion reaction".Further,according to the core literacy level requirements and the content of chemical textbooks in the "National High School Chemistry Curriculum Standards(2017 Edition)",the advanced stages of the "ion reaction"learning and the advanced level of literacy are initially constructed.Then,we investigated the mastery of the relevant concepts of the“ion reaction" high school compulsory stage in a key high school and high school student in Yanbian,and designed an advanced learning program.Finally,combined with the pretest and posttest results of the research object,the research conclusion is drawn:the advanced teaching based on "ion reaction" can effectively improve the teaching quality and the students'achievement in the actual teaching.The study found that understanding the cognitive rules of students in the process of constructing the core concepts of science is conducive to students' understanding of the essence of the concept and breakthroughs in the difficulty and difficulty,and can effectively promote students'learning.Teachers can deeply understand the advanced concepts of core concepts and core literacy based on the advanced research results of learning,so as to integrate teaching and effectively design teaching.Through the advanced learning based on core concepts and core literacy,the core literacy of students can be cultivated,and a more practical and operational core literacy training program can be proposed for students at different levels.Therefore,the research of this subject has a strong theoretical and practical significance.I hope that the "ion reaction"of this research can provide effective reference for frontline teachers and other scholars.