The Research Of Learning Progression In High School Biology Based On Big Idea

On the 21st century,the information age sets a higher requirements to science education,there is a contradiction between the increasing scientific knowledge and the limited course learning,students in the science curriculum of "one mile wide,one inch deep" are retained in the mind of a large number of isolated,finely factual knowledge.At the same time,the curriculum lacks the necessary relevance and coherence in the horizontal theme and the vertical period,so researchers point out k-12(from kindergarten to grade 12)science education failed to help students build a coherent system of knowledge.The field of international science education responds to the above problems with the guiding concept of "few but good",advocates to use few and core concept of the discipline to run through the science curriculum,and to provide scientific theoretical guidance for teaching practice with "learning progression".This study based on the analysis of related literature at home and abroad,defining"learning progression" as the empirical hypotheses which can be applied to teaching practice about students around a specific topic,follow by the coherent,distinguished and complex thought path step by step".In the definition,"a specific topic" corresponds to the core concept or big idea of senior high school biology in China,and learning progression provides a "scaffold" for biology concept teaching.And the research direction of this paper is determined:taking big idea 1 as an example,the study of senior high school biology learning progression based on big idea.The research contents of this paper are as follows:(1)combining the curriculum standard documents and textbooks of our country,this research integrates part of the conceptual system with the big idea of "cell is the basic unit of organism structure and life activities",and presets its learning progression;(2)developing test tools to verify whether the assumption of progression is reasonable on the basis of college entrance examination questions,simulation questions and textbook exercises,and obtains the learning progression of big idea 1 based on empirical evidence;(3)collating instructional design model of the big idea 1 based on learning progression,and design a specific chapter teaching cases based on learning progression.Finally,the research conclusions of the following two aspects are obtained:(1)Big idea 1 "cell is the basic unit of organism structure and life activity" learning progression modelThis study presents the learning progression of big idea 1 in the landscape approach.The construction of big idea 1 is based on the inferior four core concepts,each core concept is supported by 4?17 general concepts and facts respectively.The author locates"knowing" the general concept and the fact in different learning advanced levels,shows the acquisition of core concepts needs to experience the following four levels from low to high.The arrows in the learning progression diagram represent the "facilitated or realized" relationship between general concepts and facts,presenting the possible thinking paths of students in the construction of big idea 1.In addition,in order to emphasize the coherence of students' concept construction in junior and senior high school,this study divides the starting point of the progression of big idea 1,that is,the subject knowledge or life experience which students have mastered in junior school.On the other hand,the common false concepts in big idea 1 are sorted out,among which the general concept C5 had the highest error rate,that is,students could not understand the relativity of cell membrane controlling material entry and exit.(2)Instructional design based on learning progression modelIn this study,the instructional design model of a big concept based on learning progression is proposed:studying situation analysis based on learning progression,teaching path design based on learning progression script,teaching task development driven by problems,evaluation and reflection to optimize instructional design.At the same time,according to the teaching design model of big idea 1,a specific case design is developed by taking "sugars and lipids in cells" as an example.In theory,this study fills the gap of biology learning in senior high schools in China.In practice,it integrated the content system of the curriculum with a big idea,and complied with the cognitive development path of students,so as to better apply the theory of learning progression to biology teaching research in senior high schools.