Learning Progression Research On Function Concept Of Senior One Students

Learning progressions originated in the field of American science education.It can describe the understanding process of students’ learning a certain knowledge topic or core concept for a long period of time,and make a continuous development and gradual in-depth hierarchical description.It is an important tool to analyze the logic of subject knowledge and the process of students’ cognitive development from a holistic perspective,and to effectively connect educational research with teaching practice and evaluation.As the core concept in middle school mathematics,function is the key content of mathematics teaching and learning.At present,how to better follow the law of students’ cognitive development,break through the teaching difficulties by learning,and promote the teaching connection is a common concern of educators.Therefore,using learning progressions to scientifically and reasonably reveal and depict students’ cognitive development process of function concepts can provide guidance and help for the actual teaching and learning evaluation of function concepts.This study follows the top-down verification research process,mainly focusing on the core concept of function in middle school mathematics to carry out learning progression research.The research combines deep learning theory to construct an advanced model of function concept learning for senior one students.The research methods used in the study are literature analysis,educational measurement and questionnaire survey.Firstly,the research analyzes the content structure and arrangement of the function concept of the curriculum standard and the textbook of the People’s Education Press,so as to determine the advanced end point,clarify the knowledge structure and learning process based on the overall perspective,and then deconstruct the function concept ontology,combined with the deep learning theory to form the advanced hypothesis model of function concept learning for senior one students.Secondly,the study empirically tests and revises the constructed learning progression hypothesis model.Based on the Rasch model,a set of more reliable evaluation tools including 19 items is developed,and Winsteps and other software are used to analyze and test the difficulty distribution of each item and the level of students’ advanced level.At the same time,the students’ learning performance and cognitive difficulties are analyzed in combination with the students’ answers.Based on this,the constructed function concept learning progression model for senior one students is revised,mainly including merging the levels with no significant differences,and improving the expression of students’ learning performance at some levels.Thirdly,the study verifies the revised learning progression model again,and counts the scoring rate of students at all levels.The data shows that the revised model is more reliable.Finally,the research forms an empirical advanced model of function concept learning for senior one students,determines three advanced variables including cognition,concept and method variables,determines three stages of cognitive change,including simple cognition,abstract cognition and dialectical cognition,determines six advanced levels and expected learning performance of students at all levels.Based on the learning progression model,the study also gives specific suggestions and teaching design cases for teachers’ teaching,students’ learning and evaluation.