| Biology is a course that focuses on exploration and practice and reflects the nature of natural science with rich biological knowledge as the carrier.In the Biology Curriculum Standards for Compulsory Education(2022 Edition),the functions of the biology curriculum are clarified,and the curriculum design is required to improve students’ scientific literacy,cultivate students’ habit of scientific thinking,take core literacy as the purpose,focus on big concepts in the content,adapt to students’ cognitive characteristics,optimize the content system,and enable students to apply biological concepts on the basis of understanding concepts.Finally,the effective connection between primary school and junior high school and senior high school is realized.Learning progression is in line with the development path of students’ cognitive thinking and can build a bridge from low level to high level of understanding.The cultivation of core literacy relies on core concepts,combines learning progression with core concepts,builds progression based on core concepts,helps students build a good knowledge system,and promotes the transfer of subject knowledge.In this study,the topic of "Plant life" in biology textbooks of junior high school was selected.Based on the core concepts of the topic,the learning progression hypothesis was constructed,the learning progression demonstration was carried out,the learning progression hypothesis was revised,and the teaching design and practical research on learning progression were carried out.The main research results are as follows:(1)Three core concepts under the theme of "Plant life" are extracted through the analysis of the first volume of the seventh grade biology textbook of the human Education edition and the 2022 edition of the compulsory education biology curriculum standards.They are as follows: The life cycle of green flowering plants includes stages of seed germination,growth,flowering,fruiting and death;Through physiological activities such as absorption,transport and transpiration,plants acquire nutrients,transport materials and participate in the water cycle in the biosphere.Plants obtain essential materials and energy for life activities through photosynthesis and respiration,which is conducive to maintaining the balance of carbon and oxygen in the biosphere.(2)Determine the starting point of learning progression by analyzing the Science Curriculum Standards for Compulsory Education in Primary Schools and sorting out the relevant contents of primary school science textbooks.On this basis,analyze the three core concepts under the theme of "Plant life",and construct the learning progression hypothesis of "seven dimensions and four levels" under the theme.(3)Taking the students of a middle school in Yuanbao Mountain District of Chifeng City as the test objects,the correct rate and concentration of the test questions were quantitatively analyzed,the hypothesis of learning progression was tested and adjusted,and the revised learning progression was presented in the form of a panorama.(4)Based on the instructional design model of learning progression,the teaching process is designed by taking the lesson "Green Plants and Biosphere Water Cycle" as an example.The learning progression diagram of the constructed core concept 2 is applied to the teaching practice,and the teaching case is developed through the feedback obtained from the teacher interview after class.According to the above research results,learning progression should be reflected in the teaching design and academic evaluation of middle school biology,in order to improve the core quality of the subject. |
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