Study On Teaching Design And Practice Of Middle School Chemistry Based On Learning Progression Theory

As a new international research hotspot,"learning progression" has been widely used in the field of education and teaching."Learning progression" can change the phenomenon that teachers are difficult to grasp the depth and breadth of the teaching content due to the scattered learning content of the subject course.Constructing learning progression level based on students' cognitive development path around a certain core concept is helpful for students to construct a scientific concept system and for teachers to more accurately evaluate students' cognitive level and the depth and breadth of classroom content.Based on the theory of learning advanced,the stages of primary and high on chemical reaction rate and its influencing factors of chemistry curriculum standards,academic performance,and the analysis of existing concept of myth,preliminary to create learning advanced,and through the analysis,test data such as interview method,fixed advanced hypothesis,clear different stages students to achieve cognitive level,Help teachers to design teaching objectives reasonably,and conduct empirical research through classroom teaching practice.In this paper,I studied the curriculum standards of junior and senior high schools as well as the content requirements related to "chemical reaction rate and its influencing factors" in the textbooks to dig out the learning value.According to the learning level requirements of "chemical reaction rate and its influencing factors" in middle school and students' cognitive development level,the learning progression level of chemical reaction rate and its influencing factors is divided.The classification of the advanced level provides a reference for the formulation of teaching objectives.The original knowledge reserve of students is taken as the starting point of the advanced level and the expected learning content is taken as the end point of the advanced level.Based on the theory of learning advanced teaching design and classroom teaching practice results show that based on the theory of learning advanced design of classroom teaching effect is better than that of traditional classroom teaching effect,students can study better induce cognitive path,effectively promote students' cognitive development,improving the knowledge system,as the first-line teachers cultivate students' chemistry core literacy to provide the reference.The innovation point of this paper is to divide the learning level of chemical reaction rate topic.Based on the research content and empirical analysis results of this paper,the following three conclusions are drawn: the division of learning progression levels can guide teachers' teaching and help teachers to understand students' learning performance and misconceptions in different stages;It is an important reference tool for instructional design,which is beneficial to the evaluation and implementation of teaching.Classroom teaching based on the theory of learning progression can effectively promote students' cognitive construction and form a systematic and complete conceptual system.