Research On Teaching Design And Practice Of High School Chemistry Integrity Based On Learning Progression

Learning progression is to create a learning path in line with students'cognitive development by exploring the process of students' understanding of a certain core concept from different aspects from shallow to deep.The Chemistry Curriculum Standards for General Senior High Schools(2017 Edition)advocates the importance of big concepts,and the idea of dividing the discipline core accomplishment and academic quality into levels to provide reference for teachers' teaching is consistent with the learning progression.Integral teaching design attaches great importance to the design of knowledge structure and the coordination and development of all elements as a whole,and emphasizes the common development of students' knowledge,ability and emotional attitude,which is conducive to the integration of teaching goals and promotes the development of students' core literacy.This study attempts to integrate learning progression and holistic teaching design,and selects case practice,in order to provide some teaching reference for chemistry teaching practice.In theory,the literature method is used to sort out and analyze the research on learning progression and holistic instructional design,to define the concepts of learning progression and holistic instructional design,and to clarify the guidance of constructivism theory,zone of proximal development theory and cognitive elasticity theory.Based on the analysis of the most representative four-element instructional design model in the overall instructional design and the research objects of advanced learning and its constituent elements,the overall instructional design model based on advanced learning is constructed,and its characteristics and The implementation principles are explained.The practice part takes the content of high school chemistry "galvanic cell" as an example.After the overall analysis of teaching from learning progression perspective,the case design of "single liquid galvanic cell" "double liquid galvanic cell" "chemical power supply" and "electrochemical corrosion and protection of metals"is according to the elements of learning progression holistic teaching design.Subsequently,I conducted case practice in 9 classes in the second grade of a middle school in Inner Mongolia according to five links:situation creation,mapping level task implementation,related level task implementation,system level task implementation,and integration level task implementation.Finally the practice of performance evaluation according to the learning progression level in each case the corresponding learning design corresponding questionnaire,by comparing the experimental classes and difference in the level of that in comparative classes of students to achieve the effect of quantitative analysis.The qualitative analysis adopts the method of interview survey to conduct interviews with the students in the experimental class and the teachers who attend the lectures,so as to verify the actual effect of this research from two aspects.The results show that the design of learning progression holistic task and corresponding problem chain highlights students' dominant position,conforms to students' cognitive development,and promotes students' learning.The division of learning progress levels and the establishment of corresponding learning tasks and the development of evaluation tools promote the integration of teaching,learning and evaluation;The holistic teaching design based on learning progression pays attention to guiding students to construct and use schemas,which is conducive to the achievement of advanced learning.It is beneficial to the development of students' core accomplishment to pay attention to the cultivation of students' ability and emotional attitude while achieving the knowledge goal.The hierarchical and holistic design of knowledge content puts forward certain requirements for teachers'professional ability and is conducive to promoting teachers' professional development.Therefore,the holistic instructional design based on learning progression has certain theoretical and practical value.