Design And Practice Of Senior High School Chemistry Subject Teaching Based On Learning Progression Theory

The new curriculum standard of high school chemistry(2020)means the reform of basic education has officially entered a new era of core literacy.Learning progression is a process in which students gradually deepen their understanding of a subject,as well as a detailed description and portrayal for students’ performance expectations.The subject of chemistry can control the explicit knowledge content and the hidden thought of chemistry.By combining learning progression with chemistry teaching,the purpose of improving students’ cognitive level is expected to achieve through the teaching of "chemical reaction and electric energy".Based on constructivism learning theory,zone of proximal development theory and spiral curriculum theory,this paper adopts methods such as educational literature analysis,questionnaire survey,interview,pen and paper test,case tracking to conduct research.Firstly,a theoretical basis for senior high school chemistry teaching practice is provided on the basis of the integration of learning progression and the topic of "chemical reactions and electric energy",according the understanding of the research status of learning progression and theme-based teaching.Secondly,a theoretical model of learning progression is constructed by analyzing the content of the topic of "chemical reaction and electric energy" in the new curriculum standard,extracting and determining the core concept of the topic,and dividing the dimension,starting point,end point and level of learning progression.The questionnaire and test questions with high quality,which reflect the development of students’ advanced level,are prepared based on the theoretical research.Thirdly,with the teaching mode of learning progression,the teaching practice of "Comparative analysis and battery design of single and double liquid galvanic cells","renewal,development and understanding of chemical power supply","Understanding and development of lithium-ion batteries" and "Understanding and development of fuel cells" is taken as the advanced dimension.After the practice,the tracking detection and post-test results of the two classes were analyzed and processed,and the corresponding research conclusions were obtained by combining with the teacher interview.The research shows that the chemistry topic teaching based on learning progression theory can effectively improve students’ knowledge level,and the learning of top students will become more active and relaxed,and arouse strong thirst for knowledge.For middle and weak students,the improvement of knowledge level is more obvious,and can give play to their subjective initiative in learning.At the same time,it can improve students’ interest in learning chemistry and build corresponding analysis models,so that their knowledge level can be relatively stable in the follow-up study.This paper analyzes the shortcomings of the teaching practice based on learning progression theory,puts forward some suggestions for improvement,and looks forward to the research of senior high school chemistry teaching based on learning progression theory.