Research On The Core Concepts And Advanced Learning Of The Topic Of "immunoregulatory" In High School Biology Teachin

Facing the explosive growth of knowledge and the rapid development of science and technology in the 21 st century,how to cultivate talents with core competitiveness in the fierce international competition is a high concern of all countries.The exploration and research of international science education show that " Less but Better " curriculum design and classroom teaching are the inevitable choice to effectively meet the challenges of the times." Less but Better" aims to emphasize that the design of subject curriculum should carefully select the core concepts,organize teaching around the core concepts,and gradually guide students to acquire the core concepts,and finally form an in-depth understanding of a subject.So how do students understand the core concept from low level to high level? What life experiences contribute to students’ understanding? The above problems point to one of the current research hotspots of international science education ——learning progressions.Learning progressions is a continuous and typical path description for students to learn a core concept at different stages.Well-designed learning progressions can be used as a reference for curriculum development and teaching design.It can also help teachers to implement teaching evaluation and feedback learning situation in time."Immune regulation " is an important theme throughout the junior and senior high school biology curriculum.This theme commands many immunological concepts,facts and theories,which is not only closely related to students’ life,and it has important teaching value to cultivate students’ life concept.Learning progressions describes the path of students’ conceptual understanding around core concepts,and many scholars have combined them with core concepts.However,the advanced study on the core concepts of high school biology is still in its infancy,and the research topics are not rich enough.Therefore,this study uses the method of combining theoretical research and empirical research,according to the framework of creating learning progressions hypothesisdeveloping measurement tool-modifying learning progressions,to construct the " immune regulation " unit learning progressions,in order to promote the curriculum cohesion,teaching and academic evaluation.At first,the researchers sorted out the middle and high school biology curriculum standards and the biology textbooks through the comparative research method,and identified the core concept of the theme of "immune regulation" in high school biology.Three advanced dimensions of " immune regulation " were further identified: the composition of the immune system,the type of immune regulation,the function and application of the immune system,and then divided into four advanced levels of " immune regulation ",finally,the learning advanced hypothesis of the core concept of " immune regulation " is established.Secondly,by selecting and adapting the high school entrance examination,college entrance examination and final test questions,the learning advanced test paper(test 1)is compiled for the core concept of " immune regulation " in grade one to verify whether the preset advanced level is reasonable.In addition,the learning advanced test paper(test 2)is developed to verify the rationality of the preset learning advanced level 2,3 and4.According to Rasch model theory,test 1 and test 2 are tested and analyzed by Winstpes,and the test questions are modified according to the fitting index statistics and white diagram analysis.The overall quality test of test 1 shows that the degree of separation between subjects and items is less than 1,and the parameters of single quality test are in a reasonable interval,indicating that the students of Grade 1 have reached the advanced level 1.The overall quality test of test 2 shows that the degree of separation between subjects and items is greater than 2,and the parameters of the single quality test are in the ideal range.The subjects in White map are normal distribution,indicating that test 2 effectively distinguishes the advanced level of the core concept of "immune regulation" among Grade 2 and Grade 3 students.This study suggests that:(1)the learning advanced assessment tool of the core concept of "immune regulation " is basically effective;(2)the learning advanced of the core concept of "immune regulation " is basically consistent with the students’ concept understanding path.This study suggests that:(1)teachers should organize teaching around the core concepts,guide students to form the cognitive structure of relevant knowledge,and improve students’ understanding of the core concept of " immune regulation ";(2)use situational teaching to stimulate students’ interest.In situational teaching to cultivate students’ ability to solve problems and help students to advance the concept;(3)based on advanced learning to carry out teaching evaluation,effectively control learning situation,and promote students’ all-round development.