Advanced Study Of Important Concepts In High School Genetics

In order to better realize the "less and fine" curriculum concept,students should avoid the mechanical learning of isolated and scattered factual knowledge.In recent years,the educational circles have proposed that we should attach importance to the study of core concepts of disciplines.However,for a certain discipline,the core concepts of discipline tend to be relatively upper-level,the scope is relatively large,the number is relatively small,and does not point to specific teaching content.Therefore,it is of great significance to study the important concepts under the jurisdiction of core concepts.Learning progressions is based on the core concepts and important concepts to describe the cognitive thinking path of students in the learning process.Building learning progress concepts around the important concepts of high school biology helps teachers and students to better understand the difficulties in learning.Complete the transformation from mechanical memory facts to truly understand the mastery of knowledge,and deepen the understanding of the core concepts and important concepts of the discipline.Genetics has always been an important and difficult point in high school biology.This paper takes genetics as an example,and builds a learning progressions around the important concept of this module.The specific research situation is as follows:Study 1:Identify important concepts of "genetics".The author compares and studies the general high school biology curriculum standards(2017 edition),the biological college entrance examination examination syllabus,the human education edition compulsory secondary textbook,and the authoritative literature on the important concepts of "genetics",and combs the theme of "genetics".Eighteen important concepts are summarized into the four content dimensions of genetics.Study 2:Based on Rasch model theory,the quality analysis of genetics test papers was used.The overall statistical analysis table,project single-dimensional test chart,project fitting analysis table,white chart and bubble chart of genetic test papers were analyzed by Winsteps software and summarize the characteristics of the first-line teachers in compiling "genetics" test paper.Study 3:Build a genetics learning progressions.In this paper,the Rasch model difficulty value method and biological noun method are used in the construction of"genetics" learning.Firstly,in the process of constructing "genetics" learning progress by means of Rasch Model Difficulty Value Method,the author selected the mid-term,monthly and final papers of a high school in Longgang District of Shenzhen City.Based on Rasch Model Theory,the paper quality analysis was carried out.After deleting the questions with poor fitting and large error,the important concepts were corresponded with the questions one by one,and the important concepts were obtained.According to the average difficulty value of concepts,we construct the learning progress maps of"genetics" topics,different levels of "genetics" progression maps and "genetics"learning progression maps under different content dimensions from low to high.Secondly,using the second method----the biological noun method to construct the"genetics" learning progressions process,the author combs out the biological nouns corresponding to each important concept,and asked 70 senior and postgraduate students who were about to enter the front-line biology teacher's post to estimated the difficulty about each biological term by questionnaire.After counting and calculating the average difficulty of each important concept,according to the difficulty score of the important concept,we construct the "genetics" learning progress map,the "genetics" learning progress map at different levels and the "genetics" learning progress map in different content dimensions.Based on the research process of this study,the main conclusions are as follows:(1)The first-line biology teachers are not comprehensive enough to examine important concepts.First-line biology teachers often prepare test papers based on their own teaching experience.Therefore,in the test questions,it is easy to see the situation where the content of the survey is not balanced.Some important concepts are repeatedly examined,while other important concepts are missed.(2)It is feasible to use Rasch model to analyze the quality of the test questions.Based on Rasch model theory,the quality of the test questions can be tested by applying Winsteps software's general statistical analysis table,item one-dimensional test chart,item fitting analysis table,White chart and bubble chart.(3)The two methods of constructing "genetics" learning progressions have their own drawbacks and complement each other.(4)Teachers can refer to Learning progressions for instructional design.Defining the difficulty value of different important concepts and the difficulty span between different important concepts can help teachers find out the difficulties of students in the learning process,so as to carry out more effective teaching intervention.In this paper,the important concepts of biogenetics in senior high school and its learning progressions are studied in depth,with a view to providing some references for the future empirical and teaching research of learning progressions.