The Research Of Learning Progression In High School Biology Teaching

Ordinary High School Biology Curriculum Standards(2017)put forward clearly the basic concept that content focus big concept.The big concepts of biology are the backbone of the knowledge of biology.Teaching by focusing on the big concepts helps to streamline capacity,highlight key points and realize the principle of "less but better".Carrying out teaching activities around several big concepts are contributed to students' deep understanding and applications of knowledge,helpful for students to form correct biological concepts and build concepts of life.Big concepts of biology are superior concepts.It should be a continuous development process from the simple to the profound for students to reach the cognitive level of understanding and applying big concepts.Meaningful teaching activities should be designed based on the developmental characteristics of students' cognitive level that helps to realize the transition from important concepts to big concepts,and promote the advancement from learning concepts to establishing the concepts of life.This study took the topic of "basic structure of cells" in pedagogical version of high school biology as an example.Important concepts in the "Basic Structure of Cells" topic were filtered by combing pedagogical version teaching material and combining with the academic requirements in the new curriculum and exam syllabus.Questionnaires were conducted for first-line biology teachers to finalize the important ideas of the topic in this study:(1)The cell membrane is the boundary of the cell's life system.It controls the flow of materials in and out and participates in the exchange of information between cells;(2)A variety of relatively independent structures within the cell cooperate to complete life activities;(3)The nucleus is a genetic information base and is the control center of the cell life system;(4)The cell has diversity and unity.Learning progressions level of achievement and expected performance at different levels of"Basic Structure of Cells"were assumed by combining Bloom's cognitive target classification approach.The students of the 5th class of a four-star high school in Nantong City were taken as the research object.Under the guidance of the first-line teachers,the test of important ideas in"Basic Structure of Cells" was developed and used as the measurement tools.After the test measurement results were statistically counted to analyze the students' cognitive situation and to locate specific advanced levels,so that the rationality of the "Basic Structure of Cells"learning progressions was fully verified.Combined with the analysis of the measurement results,the preset learning progressions were modified,and finally four important ideas in the theme of"Basic Structure of Cells" were expressed corresponding students' cognitive level changes from the low level with misconceptions to the intermediate level of identifying structures and describing functions,and then reaches the high level of explaining scientific phenomena with relevant knowledge.At the same time,based on the study of learning progression,a number of small teaching cases are designed to reflect how to achieve the progression between adjacent levels in teaching and provide reference for teaching.In this study,learning progression theory was applied to teaching of big concept,focusing on the hierarchical progression between concepts and effectively tracking the development of students' cognitive level.To some extent,the rationality of learning progression theory was verified,which also fully reflected that learning progressions are conducive to the study of big concepts and helpful for students to establish the concept of life.