| Under the demonstration role of foreign countries attaching great importance to experiments,as the main way to cultivate scientific inquiry ability,experiment has attracted more and more attention of educational researchers in my country.In the "General High School Biology Curriculum Standards(2017 Edition)" promulgated by my country in 2018,not only scientific inquiry is regarded as one of the four dimensions of the core literacy of the discipline,but it is also divided into four increments according to the performance of students in the experiment.This is in line with the learning progression theory that the development of ability is a gradual and in-depth process.However,due to the inconsistency of the educational system in our country,there is a one-year gap between the teaching of biology experiments in junior and senior high schools.In addition,there are differences in teaching content and students' cognition and ability levels.How to use the cohesion of experimental teaching to overcome or alleviate the The lack of students' scientific inquiry ability development caused by time gap is particularly important.This study firstly sorts out the research status of experimental connection teaching from the perspective of learning progression at home and abroad through literature research,and defines related concepts on this basis.Then,based on the paper-and-pencil test,the students' experimental inquiry ability level and the problems existing in the advanced development of the ability during the transition period of senior high school were analyzed,and the questionnaire survey method was used to further understand the experimental connection as a feasible teaching method that can effectively promote the gradual improvement of students' ability.,the application of teachers in actual teaching and the difficulties.Finally,by classifying exploratory experiments,that is,the main carrier of cultivating students' experimental exploratory ability,and constructing an advanced framework of experimental exploratory ability,based on this theoretical basis,the advanced nature and cohesion of exploratory experiments in middle school biology textbooks are analyzed..The study found that there are still problems in the advanced development of students' experimental inquiry ability during the transition period,their ability to formulate plans needs to be improved,and their ability to make assumptions is poor.hindrance.In the teaching of teachers,due to the lack of theoretical basis,the teaching practice of applying learning progression theory in the connection of experimental teaching to realize the gradual improvement of students' experimental inquiry ability is still in the stage of awareness,but the understanding of learning progression theory is not affected by educational background and teaching age.restrictions,with a broad space for popularization.In terms of teaching intermediary,the exploratory experiments in middle school biology textbooks have obvious progression and cohesion,and the advanced training of experimental inquiry ability also has a certain leap in the overall cohesion.Finally,starting from the cohesion points obtained from the analysis,this study refines teaching strategies for the experimental cohesion teaching that points to the advanced experimental inquiry ability,and gives teaching suggestions for the problems found in the research.From the perspective of learning progression,based on the current situation of students' learning and teachers' teaching,and based on the analysis of the advanced nature and cohesion of exploratory experiments in textbooks,this research explores teaching strategies and suggestions for the cohesion of middle school biology experiments.It is expected that by giving full play to the intermediary role of teaching materials,a bridge between "teacher teaching" and "student learning" will be built,so as to promote the advanced development of students' experimental inquiry ability. |
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