| Learning progression takes the successively deepening learning path on the understanding of core concepts as its object to help students better integrate knowledge.Our country is carrying out the curriculum reform and has come up with the idea of the course system,such as "discipline core competencies oriented" and "focusing on the big ideas of the discipline" as well as the idea of the integration of teaching,learning,reviewing,which share the same research emphasis of the learning progression.Meanwhile,due to the changes in the chemical curriculum structure from the compulsory course plus electives course to the compulsory course plus the selectively compulsory course,the curriculum capacities and difficulties are both increased which requests higher requirements on the ability of knowledge integration for chemistry candidates.In addition,the study on the learning progression based on core concepts of the chemistry in senior high school is investigated to better implement the curriculum reform and has great significance in the promotion of the students' ability.According to the literature review,it is found to be many studies on the learning progression based on core concepts of the chemistry while the research on the learning progression based on core concepts of the chemical bond is scarce.The "chemical bond" is a heavy crux part in the content of chemistry learning in senior high school,which is involved in both the compulsory and selective compulsory parts.Therefore,the learning progression based on core concepts of the chemical bond is considered as the object to explore the learning path for senior high school students to relevant knowledge and help teachers to organize the teaching and students to engage in their studies.Based on literature research,text analysis,and questionnaire,this research identifies five core concepts involved in "chemical bonds." Taking the "Perspectives of Chemists" as the standard,each core concept is divided into four advanced levels from low to high,and the learning progression framework of the core concepts of "chemical bond" are constructed.By referring to the college entrance examination questions and the local test questions,learning progression testing tool is completed.Next,the testing tool is used to the positive stage under the condition of good reliability,validity,separation and other indicators.The framework of learning progression of the coreconcepts of "chemical bond" was verified by the self-designed testing tool.Two senior high schools in different districts in Yantai were selected as sample schools,and the parallel classes of senior two and senior three in each school were taken as the research object.The test data were analyzed quantitatively and qualitatively by Winsteps 3.72.3and SPSS22.0.Finally,the advanced framework was modified based on the measurement results.After analysis,the conclusions have been drawn as follows: Firstly,the "chemical bond" of students in the same grade is at a different level of learning progressions while the senior two and senior three students present the trend of normal distribution.Secondly,the understanding of the chemical bond has significant differences for the students in different grades,and for the senior three students,that is evidently higher than that of the senior two students.Thirdly,there are some differences in the understanding of the different core concepts for students in different grades.For the senior two and senior three students,the distribution trend on the understanding of covalent bond,ionic bond,the metallic bond is similar while for that of the chemical reaction and energy,molecular space and configuration,the distribution trend for the senior two and senior three students varies greatly.Based on the research conclusion and advantages of learning progression,this study puts forward some suggestions for courses,teaching and evaluation.Besides,the areas that need to be improved in this research are analyzed,in order to provide some references for advanced learning and teaching. |
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