Research On Core Concept And Learning Progress In Ecosystem

The Normal High School Biology Curriculum Standard(2017 edition)clearly proposes that the design and implementation of biology curriculum should follow the principle of few and fine,The teaching content focuses on large concepts,and emphasizes students' deep comprehension of core concepts.Teaching around core concepts in biology is conducive to students forming complete and systematic subject concept.The promulgation of the curriculum standards refers to the research results of learning progression in the field of science education at home and abroad,and the purpose is to realize the consistency and consistency of biology teaching content during the period from elementary school to high school.Learning progression describes a gradual learning path followed by students during the learning process,which is a gradual deepening process of students' thinking and cognition.Learning progression mainly builds the subject's cognitive structure with core concepts as the center,improves students' coherence in mastering core concepts,and also provides empirical data for the process of learning core concepts,thereby supporting students to form complete and systematic concepts.Study 1:Through a questionnaire survey for high school biology teachers to learn the current application of learning progression in high school biology teaching.Study 2:Select the theme of "ecosystem" in high school biology,and build learning progression under the theme of "ecosystem" based on core concepts.The whole process has three stages:determination of core concepts,hypothesis of learning progression,and empirical evidence of learning progression.First,through studying and analyzing the curriculum standards and compulsory teaching materials,the three core concepts under the theme of "ecosystem" are identified;then the advanced dimensions of each core concept are determined according to the concept map,and then the hypothesis of learning progression is constructed;The test tool "ecosystem" learning progression is invented,students from a high school in Wuhan are the object of this paper.The paper determines the correct rate and concentration of student answers,and divides the correct rate and concentration into three levels.At last,the paper verifies the performance of students in the hypotheses of learning progression.Study 3:Based on the teaching design model based on learning progression,the paper takes the lesson of "Ecosystem Structure" as an example to design a teaching case.At last,the research conclusions are summarized.The learning progressions of the three core concepts in "ecosystem" are obtained,and the teaching case of the "Ecosystem Structure" is designed.Some disadvantages in the research process are reflected,and five relevant suggestions for learning progression applied to teachers' teaching work in middle school biology are put forward:pay attention to the teaching of core concepts,pay attention to the learning process of students and use learning progression to design teaching process,pay attention to the connection of junior and high school biology teaching content,use learning progression to guide teaching evaluation,connect the core literacy of biology and promote the development of students in all aspects.