Senior Three Chemistry Based On Learning Progressions Theory Study On The Improvement Of Teaching Design In Review Class

Since the development of students ' core literacy has become the focus of attention in the field of education,how to gradually implement the core literacy of chemistry in classroom teaching has become a key problem in the specific subject field.At present,learning progressions theory as an appropriate basis has been permeated in the curriculum standard planning and textbook preparation,but the practical penetration of learning progressions theory in the review teaching is not deep,which shows that the teaching improvement of the senior three review school based on learning progressions theory is a hot land to be developed.In view of this,this study tries to take the content of inorganic elements as an example,to learn from the idea of Ellett action research,to use the four methods of literature research method,and to use the methods of literature research method,interview method and classroom observation method.First,the status of inorganic element compound teaching is combing the literature.Secondly,with learning progressions theory as the theoretical basis,the advanced level of the element compound is analyzed from understanding and ability,and the teaching design model based on the learning progressions theory is combed.Thirdly,with the third three(8)that the author once taught as the implementation object,the author developed research tools to measure the inorganic element compound learning level of the students before the review of the third three round,and conducted the teaching design of the review class accordingly.Finally,the teaching implementation and reflection,the systematic and targeted rounds of teaching improvement were conducted and conducted,and evaluated the overall teaching effect from different dimensions.It is shown that first,test tools developed based on the Rasch model can effectively measure the learning level of students and thus provide a reference to instructional design.Second,it has explored an effective way to improve the teaching of the third three round of review class.Although the review of inorganic element compounds cannot be separated from specific knowledge,knowledge is not the only thing students learn,and "understanding" and "ability" are exactly the content that should be paid attention to in the review teaching.Third,the overall implementation effect of the teaching design and improvement of the review course of Grade three are good.After reviewing and teaching,the understanding level of students at different levels and the ability level of the discipline have been significantly improved.Through the review and teaching has had a positive impact on the review methods,psychological fear and learning process experience.If the teaching of chemistry review class of senior three can be carried out based on learning progressions theory for a long-term time,it can effectively help students to improve their understanding level,promote students to form a higher-level discipline ability,and finally promote the continuous development of core quality.Therefore,it can be seen that paying attention to and strengthening the optimization of organic element compound review teaching,not only need to improve the understanding of inorganic element compound teaching,but also need to change the teaching behavior,so that the optimization of review teaching is no longer just a concept,but transformed into real action.