Pedagogical Study On The Core Concept Of High School Biology Curriculum Based On Learning Progression

The Normal High School Biology Curriculum Standards(2017 Edition)recommend that the teaching content should concentrate on big concept;the design and implementation of biology courses should aspire to the principle of "less is more",optimize the course content system,choose learning content,and place a focus on students’ understanding of core concepts and the development of core literacy.Teaching with core concepts as the cornerstone can encourage the integration of students’ thinking and aid in their progressive mastery of the subject’s big idea.Learning progression mainly focuses on the core concepts to construct students’ cognitive development path.This ensures that learning core concepts has integrity and coherence,and it also provides real empirical data for the concept-teaching process,which can significantly increase the effectiveness and scientific nature of concept learning.Research on teaching core concepts of biology based on learning progression is of great value.Study 1: The study investigates the high school biology teachers in Chongqing,Chengdu,and Guiyang in order to clarify the situation of learning progression applied to the teaching of core concepts in biology and try to offer some directions for the integration of learning progression and core concept teaching of biology.The results reveal that teachers in Guiyang comprehend fundamental ideas and the progression of learning significantly less than teachers in Chongqing and Chengdu,that teachers with 0–5 years of teaching experience comprehend fundamental ideas and the progression of learning significantly less than teachers with more than 5 years of teaching experience,and that there is no discernible difference between teachers with bachelor’s degrees and teachers with master’s degrees in their undergraduate fields.The majority of instructors expressed their desire to integrate learning progression into concept teaching,and all teachers agreed that learning progression improves the teaching value of biology’s central idea.The majority of teachers are unaware of the learning progression research as it relates to the teaching of biological concepts,lack theoretical direction,and are unsure of how to implement learning progression in the classroom,which are factors that influence the integration of learning progression and core concept teaching.Consequently,it is essential to increase teachers’ focus on learning progression and core concept in places with relatively inferior education,like Guiyang,and young teaching age.It is also essential to provide more examples of how to incorporate learning progression into the teaching of core concept.Study 2:Building and empirically demonstrating the learning progression in the area of "Energy Supply and Utilization of Cells." Using the theme of "Energy Supply and Utilization of Cells" as an example,curriculum standards,exam syllabuses,and required high school biology textbooks were analyzed.The core concept under this theme — that cells need energy for life activities — was determined,and four key concepts — enzymes,ATP,cellular respiration,and photosynthesis — were sorted out.The learning progression hypotheses for the four important concepts were developed using them as the advanced dimensions of the core concept.An empirical demonstration of learning progression was conducted on students from a high school in Chongqing,and a learning progression map was made.Study 3 : Implement a learning progression-based instructional design for high school biology.The teaching design for the crucial concept of "photosynthesis" is carried out in accordance with the learning progression map,and the teaching case of the lesson "Principles and Applications of Photosynthesis" is created to serve as a guide for teachers to carry out core concept teaching based on learning progression.In summary,this study examines how high school biology core ideas are taught using a learning progression.expanding the research findings of the integration of learning progression and the teaching of core concepts and offering some guidance for teachers’ instructional practice.