Based On The Key Competences Of Junior High School Biology Important Concept Learning Progression Research

The theme of contemporary educational reform and development is to promote the development of students' key competences.In order to realize the educational goal of promoting the development of students' key competences,a new round of basic education reform has been initiated in China.A new round of basic education reform advocates conceptual teaching and focuses on the cultivation of students' key competences.In the field of biology education,to improve students' biological key competences as the curriculum concept and teaching should be written around important concepts in the "compulsory education biology curriculum standards(2011 edition)"(hereinafter referred to as "preliminary standards"),in order to train students' key competences,China learns from the research results of foreign key competences,began to localize the construction of the key competences system.With the construction and improvement of China's key competences system,in 2017,the ministry of education published "the biology curriculum standards for ordinary high schools(hereinafter referred to as " high standards ")",which clearly defined the key competences of biology as the concept of life,scientific thinking,scientific inquiry and social responsibility.The cultivation of the key competences of the subject depends on the subject curriculum and can be implemented in the classroom teaching.Learning progression can integrate "important concepts" and integrate the curriculum concept and the goal of cultivating students' discipline key competences into the curriculum teaching.The process of learners' gradual understanding of the concept of a certain topic from the shallow to the deep is called learning progression.The use of learning progression to guide the teaching of biology courses can make the learning of biology courses become an organic whole,and at the same time make the key competences accomplishment of biology subjects develop coherently with the extension of the learning stage.The biology curriculum of junior high school should be carried out around the key competences of biology,taking the important concept of discipline as the overall picture,and constructing the hierarchy system of subject knowledge content.The theme of " photosynthesis and respiration of green plants " is not only the focus of junior high school teaching,but also the difficulty of students' learning.Learning progression not only follows the learner's learning path,but also revolves around a series of interrelated concepts from simple to complex.By constructing the learning progression of the important concepts of this topic,it can help students to establish a good cognitive structure and construct the framework of the knowledge system,so as to improve their ability to analyze and solve problems,thus promoting the development of students' key competences.This study plans the development of biological key competences by learning progression,and defines the core idea and important concepts.The core idea's overview of knowledge is abstract and broad,and it involves several important concepts as support.Therefore,in learning the core idea of a subject,it is necessary to comb through their important concepts and select them that support the core idea.Therefore,the first step of this study is to use the literature method to analyze the curriculum standards and textbooks published by people's education to select the important concepts of the topic of "photosynthesis and respiration of green plants".In the second step,students' mastery of important concepts will be investigated through questionnaire survey.Meanwhile,test results will be analyzed based on the Rasch model with the help of Conquest software.The third step,according to the analysis of the test results,from the four aspects of scientific thinking,scientific inquiry,discipline knowledge,social responsibility to construct the "photosynthesis and respiratory of green plants" theme of the important concept of learning progression.Finally,according to the experimental method,according to the construction of learning progression,select the " respiration of green plants " section for teaching practice research.This study took the theme of " photosynthesis and respiration of green plants " as the research carrier,and reached the following conclusions:(1)Through the analysis of curriculum standards and human teaching materials,it is concluded that there are three important concepts of the topic of photosynthesis and respiration of green plants in junior high school organisms,and the subject knowledge of this topic is mainly from the three aspects of "photosynthesis of green plants"," the respiration of green plants " and "the role of green plants in maintaining carbon-oxygen balance in the biosphere".(2)By studying the Rasch model fitting of the results of the survey,the difficulty value of the important concept of the topic "photosynthesis and respiration of green plants" of junior high school organisms was obtained.(3)By analyzing and studying the results of Rasch model fitting,the scientific thinking,scientific inquiry,subject knowledge and social responsibility of junior high school organisms are established.(4)Through the study of teaching practice,it is concluded that the teaching design based on key competences can achieve better results in the practice of biology classroom teaching.Through this study hopes to help teachers better teach and students better learn the subject of "photosynthesis and respiration of green plants" in junior high school biology,so as to continuously optimize the teaching plan.Meanwhile,we hope to provide a reference for the study of biology courses.