Research On Learning Progression Practice Of High School Chemistry Core Concept Based On APOS Theory

With the deepening of Chinese curriculum reform,"Chemistry Curriculum Standards for Senior High School(2017 Edition,2020revision)" puts forward the development of students’ core literacy.In its suggestions and strategies,the core concept of chemistry plays a vital role in developing students’ core literacy of chemistry.The theory of learning progression integrates the progressive level of core concepts in different classes and conforms to the law of cognitive development of students.Through the integration of chemistry core concepts and learning progression,and APOS as a way of knowledge integration and structuring,it is expected to help students actively construct chemistry core concepts and improve the understanding level of chemistry core concepts.This study is based on cognitive development theory,constructivist learning theory and "introspection and abstraction" theory.It is carried out by literature research method,pen and paper test method,classroom observation method,educational experiment research method and interview method.Firstly,relevant literatures at home and abroad are analyzed and summarized to understand the research status of APOS theory,core concept of chemistry and learning progression,and to define "APOS theory","core concept","core concept of chemistry" and "learning progression".Secondly,by analyzing the teaching edition of high school chemistry textbooks(2019 edition)and combining with the teachers’ interview results,the research contents of "ionic reaction","Redox reaction" and "protocell" are determined.Based on the existing learning progression model of related core concepts,Evaluation tools such as pretest questionnaire,advanced level test questionnaire,tracking test questionnaire,post-test questionnaire,interview outline and classroom learning observation scale were designed,and the reliability,validity and difficulty of the test questionnaire were tested.Then,advanced teaching case design principles of core chemistry concepts based on APOS theory were proposed,and advanced teaching cases of core chemistry concepts "ion reaction","Redox reaction" and "galvanic cell" were reasonably designed based on APOS theory and carried out teaching practice in two parallel classes.After practice,the two classes were measured,and the test results were analyzed and processed to obtain the research results.The research shows that the teaching based on APOS theory is conducive to the learning and progression of the core concepts of chemistry in middle school,among which,the promoting effect on the middle and high-level progression of the core concepts of chemistry is more obvious.It has a promoting effect on the improvement of students’ learning ability,the cultivation of learning interest,the improvement of the teaching status of the knowledge of core concepts,and the creation of a teaching classroom with "learning as the main body and teaching as the leading role".