Teaching Design And Practice Research Based On Advanced Theoretical Core Concepts Of Chemistry

Since it was proposed by the American Research Council in 2007,the learning advancement has been widely concerned by scholars at home and abroad."Learning Progression" describes the process of gradually forming a subject knowledge structure around a core concept or a key ability in a certain time span,gradually forming a subject knowledge structure,and realizing the continuous improvement and development of self-cognition.The core concept of chemistry is located in the backbone knowledge of the discipline of chemistry,in the central position of the discipline of chemistry,and covers a number of conceptual principles and theories.Starting from the understanding of core concepts,this study takes "ion reaction" as the core content theme,constructs a learning progression based on the core concept of "ion reaction",promotes the development of students’ knowledge structure,helps students clarify the connection bet ween concepts,and can also provide a basis for teacher teaching evaluation.The theoretical research part of this paper analyzes and reviews from three aspects: advanced theory,core concepts,and ion reaction teaching by reviewing relevant literature at home and abroad in the past ten years.The content of ion reaction in this study is bounded by the knowledge of the first volume of the compulsory chemistry course of the newcomer teaching version,and the content of the textbook and relevant literature on the concept description of ion reaction are sorted out,and the concept map of ion reaction is drawn,the core concept of "ion reaction" is preliminarily extracted,and the advanced learning hypothesis is proposed according to the context of knowledge development.Combined with the interview analysis of chemistry teachers in the internship school and the level of concept development,the four core concepts of "electrolyte","ion reaction","redox reaction" and "ion coexistence" were finally selected,and each core concept development went through three processes: concept identification,concept transfer and comprehensive analysis,the original learning advanced hypothesis was modified,and the specific learning performance of concept development at each level was preset according to the advanced hypothesis to form an advanced framework,and the process of students’ conceptual cognitive development was described according to the learning progression.Instructional design of the content and preparation of test questions.In the empirical research part of this paper,two homogeneous classes were selected,and advanced teaching design was used in the experimental class,and conventional teaching design was used for the control class,and after teaching,the unit test of the two classes was preliminarily analyzed and the "ion reaction" test topic was issued to test the two classes,combined with the difference in test results,the level of students’ understanding of the concept of ion reaction was explored,and it was found that teaching based on advanced learning was more conducive to promoting students’ mastery of concepts and knowledge construction,and the teaching effect was much better than that of traditional teaching.It is found that according to the law of students’ cognitive development,it is conducive to achieving breakthroughs in conceptual understanding and ability advancement,and the following conclusions are drawn:(1)the "ion reaction" teaching design guided by the advanced theory of applied learning can effectively promote students’ knowledge structure mastery and concept development;(2)The advanced teaching design of "ion reaction" can significantly improve the teaching effect and students’ chemistry score;(3)The advanced teaching activities designed in this study are effective.