Research On Learning Progress Of Core Concept In "Cell Basis Of Heredity"

Since the promulgation of the new curriculum standards for high school biology,the concept of realizing less and more content in the curriculum has attracted the attention of a large number of teachers,and many front-line teachers have begun to actively engage in teaching research to study how to realize this concept has become a problem for teachers.Following many attempts to build learning progressions in China's education sector,it has been found that building learning progressions can better help students achieve this concept.Learning progression is a process in which students' thinking progresses over a period of time as they learn about a particular topic."The cellular basis of heredity" is the core content of high school biology,which is used throughout the whole high school biology study and occupies an important position in the recent years' college entrance examination.In order to understand the developmental path of students' thinking when learning the "cellular basis of heredity",this study focuses on the core concepts of the "cellular basis of heredity" to construct a learning progression in order to provide targeted guidance for the teaching of this part of the content.This study aims to provide targeted guidance for teaching this content.The study includes the following sections.Firstly,in the "Basic Research" section,the current status of learning progression research is described in terms of its background,components,and research methods,laying the foundation for the subsequent research.Secondly,in the "Supporting Research" section,the two most important concepts of this paper,core concepts and learning progression,are defined;secondly,the core concepts of "cellular basis of heredity" are selected based on the materials attached to high school biology,and then the levels of learning progression of the core concepts of "cellular basis of heredity" are divided,and finally the framework of learning progression of the core concepts of "cellular basis of heredity" is constructed based on this.Thirdly,in the "Core Study" section,the "Cellular Basis of Heredity" learning progression framework was tested;the test was then developed and tested based on the framework;the results were then collected,analyzed,and conclusions drawn.Finally,the learning progression framework was revised and put into practice.Based on the research process of this study,the main conclusions were:First,four core concepts were extracted from the topic of "cellular basis of heredity" in high school biology,namely meiosis,sperm formation,egg cell formation,and fertilization process.Second,the learning progressions were constructed with reference to the structure-centered design method,which showed the thinking paths and common errors that students had to go through in learning the part of "cellular basis of heredity",providing teachers with some teaching ideas and laying the foundation for students to learn scientific concepts and build good cognitive structures.Thirdly,we applied the learning progression framework to the actual teaching,and found that the teaching design based on the learning progression framework was very effective in the actual classroom teaching.It is hoped that this study will help teachers to teach the topic of "cellular basis of heredity" in high school biology with greater advantages and help teachers to teach better in the field.