| In junior high school science course teaching,unit review is an effective means to help improve students' scientific literacy.In order to improve the review efficiency and promote the development of students' scientific literacy in the review teaching,and carries out the research of unit review teaching based on learning progressions.This study focused on the review of junior high school science unit to carry out a survey of the current situation.The respondents included 10 junior high school science teachers from all over Zhejiang Province and 84 students from the second year of a junior high school in Hangzhou.Combining with the status quo of the review teaching in the junior high school science unit,this study selected “Water and Water Solution”in the first volume of eighth grade of junior high school science in Zhejiang education edition as the research content of unit review teaching.Based on the relevant contents of science curriculum standards,textbooks,and academic exam instructions,as well as the relevant exercises and errors of students,the author constructed the hypothesis of "Water and Water Solution" learning progressions level division.According to the students' existing starting point,the unit review teaching design and implementation.Before and after the implementation of teaching,this study conducted teaching tests and comparative analysis.The results showed that the students' mastery and application of unit knowledge showed a progressive trend,and the number of students asking questions about science subjects increased after the unit review teaching.Unit review teaching based on learning progressions provides a structured and systematic review model.In this mode,students are expected to make structural arrangement of knowledge points while learning new knowledge points,so as to build a unit knowledge system during unit review and help students consolidate knowledge points in a variety of ways according to their cognitive level. |
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