Research On Cultivating High School Students' Concepts Of Life Based On Learning Progressions

Since the promulgation of the new curriculum standards,“The concepts of life” has been paid attention by the general biology educators,and biology education is committed to reform.“The concepts of life” is the symbol and key of the core literacy of biology discipline.In the process of cultivating the concepts of life,Students' ability to understand the phenomenon of life,explore the laws of life activities,and use the idea to solve practical problems in real situations can be improved.The cultivation of concepts of life can not be achieved overnight.It depends on the systematic and coherent teaching of teachers and the active learning of students over a period of time.How can the concepts of life be implemented more effectively in each classroom teaching? The above questions are answersed by teaching practice guided by “learning progressions”.Learning progressions describes the complex and deep thinking process and learning path of students' understanding of concepts when they learn a topic,and “a topic” actually corresponds to the big idea(core idea)in the new curriculum standards of China.The big idea is the specific expression of one or more concepts of life and under the teaching centered on big idea,biological concepts can be well constructed and applied by students,thus forming the concepts of life.Therefore,the big idea will be paid attention to in this paper,the application of learning progressions to cultivate students' concepts of life is attempted in high school biology classroom to expand the application field of learning progressions,enrich and develop the research of cultivating the concepts of life.The research status of learning progressions and concepts of life at home and abroad and the connotation and theoretical basis of related concepts was expounded in this paper by using literature research method.Through the new curriculum standards,teaching materials and other documents and related research,the starting point of progress,achievement level and end point of progress were sorted out,and the starting point of progress was verified and adjusted with the big idea existing knowledge level test paper,and then,the framework of learning progressions pointing to the concepts of life in the compulsory module was constructed.Through the corresponding test paper to understand the difference of students' existing knowledge level and the current level of concepts of life;According to the framework of learning progressions and related research results,the teaching design process of cultivating concepts of life based on learning progressions was obtained and the teaching practice was carried out.The teaching design process first analyzed the students' learning situation based on the framework of learning progressions,then determined the students' learning progress path according to the achievement level,and then designed the problems and teaching tasks and activities according to the achievement level.Finally,after the implementation of the teaching design,the students' life concept level and the progressive development of achievement level were analyzed through the test results,and then the teaching process was adjusted and improved.The experimental class was taught according to the teaching design based on learning progressions to cultivate the concepts of life,and the control class was taught according to the conventional teaching design.Through the post-test of concepts of life level and the results of unified test at the end of the semester,the application effect of cultivating concepts of life based on learning progressions was tested,and then the teaching process was modified and adjusted according to the analysis results.By analyzing the data of post-test of concepts of life and the results of the unified test at the end of the semester,it was found that the P values of the experimental class and the control class in the dimensions of ‘system view' and ‘structure and function view'' were0.014 and 0.002,respectively,indicating that there were significant differences between the two dimensions.In the dimensions of ‘material and energy view'(P = 0.165)and ‘life development view'(P = 0.279),P values were more than 0.05,indicating that there was no significant difference between the two groups,but the average value of the experimental class was higher than that of the control class.In terms of the overall concepts of life,the P value was 0.002 < 0.05,that's,there're significant differences.The P value of the results of the unified test at the end of the semester was 0.299,and there's no significant difference in the total scores between the two classes.However,from the average,the experimental class scored 2.426 points higher than the control class,and was closer to the critical value of0.05 corresponding to the significant level than the P value of the first monthly examination,indicating that there's still a certain gap in the results.In addition,the answer details of the two classes were also statistically analyzed,and the four teaching designs were finally modified and improved according to the practical results.The following conclusions were drawn from all teaching practice studies:(1)A framework of learning progressions directed towards the concepts of life was constructed;(2)On the basis of existing research,the teaching design process based on the learning progressions to cultivate concepts of life was obtained;(3)Teaching based on learning progressions could help students actively deconstruct and reconstruct concepts,and thus more effectively cultivated students' concepts of life;(4)Teaching based on learning progressions was helpful for students to develop the achievement level of concepts in order to better constructed concepts;(5)The practice of teaching design process based on learning progressions to cultivate concepts of life showed that's feasible and effective,which further showed that learning progressions had a positive effect on the cultivation of students' concepts of life.In addition,based on my own practice,some suggestions and thinkings was proposed :(1)Carefully design import and hierarchy issues;(2)Deeply analyze the concepts of life contained in the teaching materials,and pay attention to the infiltration of multiple concepts of life in classroom teaching practice;(3)Design diversified and hierarchical homework,give full play to the evaluation function of homework.