The Development And Revision Of The Learning Progression For Force And Motion

In order to change the present situation of science curriculum that "The course is broad and not deep",knowledge is scattered and lack of consistency,learning progression has emerged as the times require,and has become the research hotspot of international science education.The essence of learning progression is to describe the stage development of students' specific psychological structure and to provide a consistent framework for the formulation of curriculum standards,curriculum development,teaching and evaluation.In this paper,based on the existing development models of learning progression,a multi-layer development model of learning progression is established.On the basis of this model,this paper studies the students' understanding level of the core concepts of Force and Motion different teaching stages by means of literature research,text analysis,questionnaire survey and so on.The first grade students of senior high school are taken as the research object.This research has carried on the thorough exploration in the theory aspect and the practice aspect,In theory,it enriches and perfects the development model of learning progression,constructs the theoretical hypothetical model of the learning progression for Force and Motion,and develops an evaluation tool of the learning progression for Force and Motion.In practice,based on large sample measurement,this paper describes the thinking development path of students' understanding of the core concepts of Force and Motion in different teaching stages,which provides an important reference for the teaching,curriculum design and learning evaluation of the core concepts of Force and Motion.The study mainly found that,1.Constructed a multi-layer cycle development model of learning progression.The model refine the development process of learning progression,and can provide the researchers with a clear hierarchy and a complete structure of the operational steps.2.The evaluation tool of the learning progression for Force and Motion developed in this study has good measuring performance and can accurately measure the cognitive level of students' core concepts of Force and Motion.3.The revised Theory Model of learning progression for Force and Motion reflects the law of the development of students' concepts.Students' understanding of structure A,structure B,structure C and structure E is gradually increasing in pre-test,mid-test and post-test.In the mid-test,the students' understanding of structure D was retrogressive.The structure A and structure D are relatively simple for the students in the first grade of senior high school.The average level of the students is already at the high level in the early stage of teaching.With the teaching process,the average level of the students has not increased much.The change trend of structure B and structure E is very similar,and the understanding level of students increases greatly with the progress of teaching.The difficulty of the structure C is very difficult,the students' understanding level is always at the lower level during the whole teaching process.The preconceptions of force and motion in students' minds have two characteristics,4.Pre-concept is an important cornerstone of student concept development.The first is that the concept of Pre-concept exists not only in the initial stage of teaching,but also in the whole process of conceptual understanding,and the two is the different sources of the same concept in different stages of development.