Research On The Practice Of Bridging Teaching Of Chemistry Concepts In Junior And Senior High Schools Based On Learning Progression

The concept of chemistry is an important part of chemistry,and it is of great significance to master its essence.Learning progression,as a hot word at present,is now being studied by more and more researchers in this field.With the continuous development of learning progression,the research on it is no longer limited to theoretical aspects,but more keen to apply learning progression to practical teaching.Whether students can meet the requirements of curriculum standards will directly affect the effect of classroom teaching when they transition from compulsory education to high school.Advanced in this paper,based on the learning,the content of the teaching materials for high school chemistry concept,the chemistry curriculum standard,such as analysis,clear the students should reach the advanced level,analyze and test data from interviews,grasp student's level of development,is conducive to learning advanced the construction of the teaching design is applied to the actual teaching practice,the empirical research,to the teachers "teaching" and students "learning" has guiding significance.In this paper,the methods of literature analysis,investigation and experimental research are used to apply the learning progression to the connection of ionic reaction in middle and high school chemistry.After consulting literature and related books and problems in current classroom teaching,the research direction was determined.Learning progression can enable students to learn from the shallow to the deep,follow the gradual deepening,forming a cohesive knowledge structure and learning path.It is necessary to link up the chemistry concept teaching with the practice teaching process,which is of theoretical and practical significance to understand the nature of chemistry,the development of students' cognitive level and to feel the charm of chemistry.Learning progression has made good progress in teaching practice.Through the study of learning progression,combining with the new curriculum standards,the advanced level of "ionic reaction" is formed,so as to prepare for the selection of the right research means.Through interviews with middle and high school teachers before class,students' mastery of "ionic response" was understood,and students' original level was predicted through pre-class tests.Based on the above analysis and investigation,a learning progression model of "ionic reaction" was constructed,which was used to design the teaching of the first and second periods of ionic reaction.Finally,the teaching design is put into practice.After the teaching implementation,the test results of the experimental class are higher than those of the control class,which indicates that the teaching design of learning progression is effective for teaching and can promote students to establish a knowledge network and reach a higher level.The main conclusions of this study are as follows:First,through the comparative analysis of junior and senior high school chemistry curriculum standards,combined with junior and senior high school chemistry textbooks,interviews with junior and senior high school teachers and students' pre-class tests,the students' learning disabilities were understood and the level of progression was preliminarily determined.In order to help students better from middle school to high school concept learning transition,more thorough understanding of chemical concepts,promote the development of students' thinking level.Second,construct the learning progression of "ionic reaction" concept cohesion.Through the analysis of teaching materials and learning situation,the teaching design of "ionic reaction" for two advanced periods is carried out,so as to guide the teaching practice and help students better understand the concept of chemistry.Thirdly,the teaching practice was carried out in two classes,and the experimental results of the comparison class and the experimental class were tested by test paper and after-class interview.The conclusion was drawn from the analysis of test data: the number of students in the higher section of the experimental class was larger than that in the control class,and the average score was higher than that in the control class.It shows that learning progression can promote teaching practice and has a good promoting effect.To make students have a deep understanding of the essence and principles of chemistry,and to promote the development of learning progression in cohesive teaching.In summary,this study analyzes in detail the support and difficulties that students need to transition from junior high school to senior high school,and USES learningprogression as a reference for promoting conceptual bridging education.