Teaching Design And Practice Of The Core Concept Of "Periodic Law Of Elements" In Middle School Chemistry Based On Learning Progressions Theory

This paper takes the content of "periodic law of elements" as the carrier to carry out progress teaching,and explores the effect of concept teaching under the guidance of learning progressions theory in promoting students' core concept understanding,core literacy development,promoting effective teaching and evaluation of teachers,and provides reference for the middle school teachers.This study mainly carried out the following three aspects: first,review and analyze the relevant literature in recent ten years from three aspects: core concept,learning progressions and periodic law of elements;The second is to extract the core concepts of the knowledge system of "periodic law of elements" in middle school chemistry by means of text analysis and concept map drawing.On this basis,the progress framework hypothesis is made from three stages of junior high school,senior high school compulsory and senior high school selective compulsory.Taking the compulsory stage of senior high school as an example,this paper analyzes the composition of knowledge content and the two-dimensional progress hypothesis aiming at the development of students' key abilities,and then carries out the segmented teaching design;Third,the empirical research is carried out in middle school by educational experiment method,and the results are analyzed quantitatively and qualitatively.The following conclusions are drawn: first,the paper and pen measuring tools are used to measure the students' understanding level of concept,and it is found that the fine teaching based on learning progressions theory is effective for the promotion of students' concept learning;Secondly,through the students interview,the development level of students' core literacy is divided,and the teaching based on the learning progressions theory can provide effective plans for promoting the development of students' core literacy;Thirdly,the CCITIA system is used to analyze the interaction between teachers and students in classroom video,and finds that the teaching based on learning progressions theory can promote the development of teachers' teaching and evaluation.The following teaching suggestions are put forward: first,the core concept is used to lead classroom teaching;Second,the core literacy is the core goal orientation;Third,the problem driven guidance is used to lead the active exploration;Fourth,the advanced hypothesis is modified by data analysis.