Study On The Learning Progression Of Dissolving Concept In Compulsory Education Stage

With the development of quality-oriented education,relevant research on learning progression has become the focal point of domestic and foreign education circles.The development of advanced learning connects scattered knowledge points,helps learners complete the independent construction of knowledge,and promotes the integration of teaching evaluation.Dissolution is a common phenomenon in our life,which is closely related to our life.Meanwhile,it is an important concept in science teaching and chemistry teaching.This paper takes the concept of dissolution as the research object,hypotheses the learning level of dissolving concept in the fourth,seventh,and ninth grades through the review of the current research status,the curriculum standard requirements and the systematic analysis of the textbook content.It develops measurement tools,test and revise by questionnaire,and finally establishes the learning progression model of the concept of solution.Based on this model,it summarizes its enlightenment in curriculum,teaching,and evaluation.This research mainly includes three aspects:First,it establishes the advanced model of dissolving concept learning.The author has sorted out the domestic and foreign research literature on advanced learning topics,analyzed the presentation of dissolving concept in the curriculum standards and textbooks and determined that the topic was the advanced study of dissolving concepts in the compulsory education stage.Subjects in the study were fourth,seventh,and ninth grade students,and the research methods includes literature method,questionnaire method,and data analysis method.Based on the constructivist theory and the elements of advanced learning,the hypothetical model of advanced learning of the dissolution concept is constructed,and then four levels of achievement are initially obtained.Level0: students can describe the dissolution phenomenon based on the existing life experience.Level 1: Students are able to understand the concept of dissolution,distinguish the composition of the solution(includes the types of solvents and solutes),know the differences in dissolution capacity and limits,and explore the factors that affect the speed of dissolution.Level 2: students are able to distinguish suspensions,emulsions,and solutions with a uniform particle view,have a preliminary understanding of saturated solutions and unsaturated solutions.At the same time,they are able to understand the use of evaporation methods to separate solutes and solvents in solutions,and use design comparison methods for experimental exploration.Level 3: students are able to understand dissolution from the aspects of dissolution heat effect and energy change and understand emulsification phenomenon.They can prepare a certain mass fraction solution and complete the calculation of solute mass fraction and solubility by using the controlled variable method for experimental exploration.Second,it measures the advanced level of learning.Based on the structural model,dissolved concept tests were designed for students in three study sections in compulsory education stage to form measurement tools.A certain scale investigation was conducted among 210 students in nine-year integrated primary and junior high schools in compulsory education stage.The software named winsteps 3.72.3 was used to analyze and process the obtained data and verify the measurement evaluation questionnaire.The results showed that: a.the measurement tool basically conforms to the basic requirements of the Rasch model.b.The advanced dimension is divided into four levels:level 0 to level 3.With the increase of learning period and age,the level of thinking ability is gradually improved.c.The ability of the subjects is slightly higher than the difficulty of the test,so it is necessary to adjust the sampling method and the difficulty of the tools appropriately,and revise the deficiencies of the model.Third,based on the advanced hypothesis model of dissolving concept learning and the existing problems in the process of dissolving concept learning in the past,the author discusses its application in the fields of teaching design,curriculum design,and academic level evaluation standard design.For example,in the curriculum design,grades 1,2 of primary school can be divided into level 0 stage while grades 3,4 can be divided into level 1 stage,learning concept of dissolving at the elementary school in different dimensions can help students construct and develop knowledge in a better way.In the teaching design,the transition from level 1 to level 2 can be realized through advanced learning,and the curriculum of development level 3 can be used for teaching design.In the evaluation of academic level,a hierarchical evaluation of students' understanding of dissolving concepts is carried out to help teachers grasp the level of students' mastery in a deeper level.