Advanced Study Of Metal Elements And Their Compounds In Middle School Chemistr

Because of its great role in curriculum,teaching and evaluation,more and more educational scholars have studied its theory and applied it to educational practice,thus leading the reform and development of science education.This paper takes metal elements and their compounds as the research object,takes scientific epistemology and Piaget ’s cognitive development theory as the theoretical basis,and constructs the learning progression of ’ metal elements and their compounds in middle school chemistry ’.The research idea of this paper is divided into three parts : basic research,core research and application research.The basic research part is divided into four parts : theoretical research,subject ontology research,curriculum documents and students ’ understanding.Firstly,using the literature method,this paper expounds the development,theoretical basis,connotation characteristics,constituent elements and theoretical model of learning progression.The research literature on learning progression at home and abroad is sorted out,and the current research status at home and abroad is determined.At the same time,the research literature on learning progression in the field of chemical education in China is reviewed according to three first-level dimensions.Secondly,it expounds the connotation,characteristics and development of scientific epistemology.It describes the constructivist learning theory,including Piaget ’s cognitive development theory,Vygotsky ’s zone of proximal development,SOLO classification evaluation theory,and conceptual change theory.In addition,the research on the subject ontology of metal elements and their compounds was carried out,and combined with the current curriculum standards of junior and senior high schools,the current teaching materials of the People ’s Education Press,the students ’ cognitive perspectives at various stages,the content distribution and cognitive ideas related to metal elements and their compounds were extracted.Through interviews with junior and senior high school students,’ understanding of metal elements and their compounds at various stages was understood.The core research part includes the preset advanced model,the development and inspection of measurement tools,and the establishment of advanced model.On the basis of scientific epistemology,constructivism theory and learning advanced element model,the advanced dimensions of this study are extracted,which are metal element representation,metal element change and value,and the advanced variables are cognitive thinking,cognitive object and cognitive perspective.Finally,the preset model of metal elements and their compounds is divided into 0-6 levels from low to high,and the specific performance expectations of each level are described in detail.In order to test whether the model is reasonable,a measurement and evaluation tool is developed with the help of Rasch model.The quality parameters of Rasch model are analyzed by trial test.Finally,a measurement and evaluation tool composed of 30 single choice questions is established.According to the developed tools,the number of student samples was increased and measured.It was found that the preset theoretical model of learning progression of metal elements and their compounds was roughly consistent with the empirical model.Finally,the learning progression model of metal elements and their compounds was constructed.In the application research part,based on the constructed learning progression model of metal elements and their compounds,a teaching case of " several compounds of iron " sodium at level 3 was developed.