Research On Design And Practice Of The Progressions Based On Core Accomplishment Of Chemistry

Quality education is the concrete embodiment of the party's education policy,and the development of accomplishment level is the most important and difficult point in teaching.For this reason,each discipline has condensed the core accomplishment that can reflect the nature of the discipline.The core accomplishment of the chemistry discipline proposed in the “General High School Chemistry Curriculum Standards(2017 edition revised in 2020)” reflects the basic requirements of the discipline for educating people.There is always a problem which is broad but not profound in chemistry teaching,and applying learning progressions in the classroom can alleviate this dilemma to a certain extent.Learning progressions can construct relevant knowledge into an organic whole,to promote the overall development of knowledge and accomplishment step by step.Taking the energy view as the theme is because energy is closely related to macroscopic matter,microscopic particles,and chemical reactions.As one of the basic concepts of chemistry,the energy view has an important position in middle school chemistry.This article mainly includes three aspects: firstly,the core concept of “chemical energy view” and the progressions framework of core accomplishment were constructed;secondly,the progressions teaching design was carried out;finally,teaching practice was carried out to test the effectiveness of the progressions teaching design through the paper and pencil test combined with classroom interaction analysis.The research has been divided into five parts,specific contents are as follows:The first part mainly expounded the research background,analyzed the research status,determined the research content and significance,and clarified the research methods and ideas.The second part was the concept definition and theoretical basis.This part firstly defined the concepts of learning progressions,the core accomplishment of the chemistry and core concepts,and then analyzed the application of progressions teaching design from three perspectives of Piaget's cognitive development theory,Zone of proximal development theory and Bloom's educational goal classification theory.The third part was the progressions design of “chemical energy view”.Firstly,the core concept of “chemical energy view” were determined through teacher interviews,curriculum standards and textbook analysis: “the essence of energy,the form of energy,the transformation of energy and the application of energy”;then,the core concept progressions framework were constructed;finally,the core accomplishment progressions framework of “chemical energy view” were constructed.The fourth part was the progressions teaching design and practice.Firstly,it was found that there was no significant difference in the knowledge level of “chemical energy view” of the research objects through the pretest,and the progressions starting point were determined according to the result analysis;then,according to the progressions starting point and the progressions goal in the progressions framework,the elective 4 “Chemical Reaction and Energy” chapter were carried out the progressions teaching design and practice;finally,the progressions teaching design were improved.Through teaching practice,the following conclusions could be obtained by posttest and classroom interaction analysis of the research objects:(1)It was found that the students in the experimental class basically reach the expected level,which was significantly higher than the students in the control class(2)It can be seen that the progressions design can improve the students' ability to accept knowledge and learn enthusiasmThe fifth part was conclusions and prospects,which summarized and reflected on the research content,and put forward the suggestions and prospects for the progressions teaching.Through sorting out the research ideas of this paper,the following suggestions were put forward for the application of learning progressions in practical teaching:(1)Evaluate the progressions level and determine the starting point(2)Study the curriculum standard and teaching materials,and determine the progressions goal(3)Build progressions instructional design model,clear teaching ideas(4)Carry out teaching reflection and accumulate teaching experience...