Research On Teaching Design Of Metal Element Compounds Based On Learning Progression Theory

"Learning progression" is an emerging concept in American science education reform,which describes the learning paths that students follow when learning the same concept at different stages.In order to meet the needs of the development of the times,the new version of my country’s chemistry curriculum standards clearly proposes to focus on developing students’ core literacy.In addition,the Curriculum Standards incorporate curriculum content,clearly divide academic quality into different levels,and specifically describe students’ academic achievement performance.The knowledge of elemental compounds has the characteristics of visual,vivid and specific,and is a good carrier for developing the core accomplishment of chemistry.However,due to the multifarious types of elemental compounds and relatively scattered knowledge points,it is easy for students to learn and difficult to remember.Therefore,how to make students memorize and build a systematic knowledge network diagram on the basis of understanding becomes the key to learning the knowledge of elemental compounds.The theory of learning progression can change the present situation of scattered and incoherent curriculum learning content,and it is also a bridge linking curriculum,teaching and evaluation.Therefore,based on the theory of learning progression,this paper takes "element compounds" as the content carrier to carry out teaching design and practice,in order to promote the development of students’ core literacy and improve their ability to independently integrate knowledge into a systematic knowledge system.The author adopts literature analysis method,questionnaire survey method,interview method and practice research method,etc.The application of the learning progression theory to the teaching design and practice research of metal element compounds.The main research process is as follows: Firstly,the author makes a statistical analysis of the literature,expounds the current research progress of "learning progression" and "element compounds",sorts out and categorizes the relevant research results.The concepts of "learning progression","elemental compounds" and "chemistry discipline core literacy" are defined,and the theoretical basis of this study is sorted out to provide theoretical basis for teaching practice.Secondly,a questionnaire survey was conducted to understand the current knowledge and the ability level of the research objects.Interviews were conducted with chemistry teachers to understand the status quo of chemistry teaching based on the learning progression theory and the teaching suggestions on the theme of "element compounds",and the interview results were used as the basis for practical research.Finally,on the basis of the learning progression theory,the writer analyzed the new chemistry curriculum standard of the teaching requirements of the metals and its compounds,as well as the elements and its compounds in chemical teaching material layout characteristics of knowledge,the "metal compound theme" divided into four different levels of the learning progression level,based on the learning progression level in the design of the teaching process of the journal of iron and its compounds.In order to test the operability and effectiveness of the learning progression teaching model constructed,the author selected two classes of students in the first grade of a middle school in Nanning city with similar basics as the research objects,and made a teaching design for "Iron and its Compounds",carrying out teaching practice.Using paper-pencil test method and interview method to analyze the teaching effect,the results show that the overall average score of the experimental class is slightly higher than that of the control class,and there is a significant difference between the chemistry scores of the two classes.The following conclusions are drawn:(1)the teaching mode of elemental compounds based on learning progression is feasible and effective.(2)The teaching design based on the theory of “learning progression” optimizes students’ learning tasks,which is beneficial to students’ mastery of metal element compounds.(3)Advanced teaching from low to high is conducive to promoting the development of students’ core literacy.