Research On Senior High Students’ Learning Progression Of Change Concept And Balance Thought

"Change concept and balance thought" is one of the important dimensions of the core literacy of middle school chemistry.In order to explore the accomplishment of high school students in the dimension at different learning stages,this paper takes high school students’ "change concept and balance thought" as the research object,analyzes curriculum standards,teaching materials,and basic learning,constructs the basic assumptions of learning progression,develops test tools,learns about the students’ development of learning progression through test,and thus guides teaching practice.Through text analysis and sorting of the Compulsory Education chemistry curriculum standard and the General High School chemistry curriculum standard set by the Ministry of Education,this paper has got the lowest and the highest progression levels;this paper has also got the assumptions of an intermediate level of learning progression according to teaching practice and learning analysis.This paper selects appropriate tests,and designs two test papers,and tests intermediate and highest levels of learning progression respectively according to the progression hypothesis model.After the test,this paper analyzes various indicators of the test result by adopting Rasch model,changes some questions according to the analysis results,and forms a formal test tool.This paper uses formal test papers,organizes the test by collecting large samples,and conducts Rasch analysis using Winsteps3.74.0 software.Measurement tools and the accomplishment of progression assumption of measured objects are comprehensively analyzed from the indicators of reliability,separation,Wright map,project fitting degree,error analysis,single-dimensional inspection and so on.The analysis results show that the development levels of most students in the sample correspond with progression hypothesis model.The research demonstrated in the paper is of some referential significance for chemistry teaching and assessment in senior high school.For example,in terms of teaching design,the research can inspire us to deconstruct core concepts,and carry out lesson period planning and teaching designing based on the whole unit;in terms of class application,teachers need to understand the basic learning situation of students,construct learning "ladder" and deepen students’understanding step by step;in terms of academic assessment,the research follows the scientific procedures:the establishment of question setting target system;screening,trial testing,and iteration of questions;reconstruction and optimization of tests;and scientific analysis of test results.All these research procedures will provide some significant reference for periodic academic assessment.This paper also points out some shortcomings and prospects at the end of the research,and expects a more comprehensive and thorough study of learning progression.