Research On The Effectiveness Of Learning Progression Design And Practice Of "Ionic Bond"

With the western scientific education researchers studying on learning progression,domestic scholars have also realized the significance of research on learning progression.More and more researchers are studying on this field. At present, the domestic mainstream view about learning progression is the students' development and changing of thinking in long time. Based on access to a large number of literatures, I believe that actually every one class has progression. The changing of concept is obvious even among the students of one class. From a micro perspective, progression is changing all the time, and the same as the level of students' cognition. Study the progression of a concept in one class can be a sample of the whole conceptsystem. And in our country research on advanced teaching is not too much. The question is: whether advanced instruction teaching is helpful to the students' understanding of the concept? And helpful to develop students' cognition level? This is the main problem to be studied in this paper.In this study, the "ionic bond" under the "molecular structure" is used as the carrier.By novice and experienced teachers's practice in "ionic bond" learning process design,then use paper and pencil measuring tool measuring the cognitive level of the students in two class. We find that the teaching based on the learning progression and well-designed teaching is effective for the students' learning. Then through the interviews with students and discourse analysis of the class video transcripts using Chemistry Class Information Technology - based Interaction Analysis System (CCITAS) which is based on Flanders Interaction Analysis Categories. We find that in experienced teacher's class, the students'emotional experience and classroom participation is higher.This study mainly includes the following four parts:First,define the core concepts of "molecular structure" through the literature research. Then to build the advanced framework of "the interaction between particles" ,and design the learning process based on the framework of the assumption of "ionic bond". Finally, to compare the different teaching design program from two teachers and analyze.Second, test the students from 2 classes by paper work before and after the experiment. To understand the students' existing cognitive level, test them before the completion of teaching practice. After the experiment, test them about the "ionic bond" to see the situation of concept understanding from 2 different classes.Third, after the test, choose some representative students from the two classes to conduct interviews, in order to have a comprehensive understanding of the students'feeling and experience to this lesson.Fourth, interactive analysis in the classroom. According to the classroom observation and video recording, record the teaching progress of 2 classes respectively.Then transfer the video record to text through the observation and records,code and classify on the basis of the CCITAS coding principle. After that, make quantitative and qualitative analysis to understand the different interaction between teachers and students,also the situation of students participating in the classroom.The conclusion after the above research: After the teaching practice,respectively test the students of experimental class and comparative class.The overall performance of experimental class is significantly higher than that in comparative class,and to the subiect of different cognitive level,the rate of correcting answer in experimental class is higher than that in experimental class. Compared with the random teaching by well-experienced teacher, the teaching based on the learning progression and well-designed teaching is effective for the students' learning. And the students' understanding of the concept is more profound and more conducive, also helpful to develop students' cognition level.After the test I have an interview to three students of two classes,and find two classes of the students have different feelings of the lesson.Only parts of students prefer to listen to the teacher's class in experimental class,and put forward some suggestions to the teacher's teaching. But most students like to listen to the teacher's class in comparative class.The students are serious in class and approve of the teacher's teaching. The students of two classes have different emotional experience after this lesson,and we can also see novice teacher is lack of experience in teaching.After analyze the two classes of interaction,the experimental class interaction is not as good as that in comparative class.The atmosphere is more active in comparative class and the students have higher participation. It notice that novice teachers are weaker and rigid in the process of teaching, due to the lack of experience and not being as flexible as the well-experienced teacher. This is also inspired by us that students' cognitive level will be much better if novice teachers organize the classroom not only based on the theoretical knowledge to design advanced teaching process,but also learn from the expert teacher to achieve good interaction with students and make them participate in the classroom actively.