On The Basis Of "structural-functional View",the Study Of Advanced Learning Of Important Concepts

The Biology Curriculum Standards for Senior High Schools(2017edition)(The new curriculum standard is referred to below)clearly define the biological core qualities of life concept,scientific thinking,scientific inquiry and social responsibility.Among them,the concept of life is the symbol and key of biology kert,which runs through high school biology curriculum and is embodied in the compulsory module "Molecules and Cells".Learning progression refers to a coherent and typical description of the learning path that students follow in the same topic concept,which is presented as a series of concepts from simple to complex and related around the core concept.This study takes Molecule and Cell,a compulsory textbook for senior high school biology published by People's Education Press,as the research object.Based on the concept of life from the perspective of structure and function,this study analyzes and studies the learning progression of the topic "Cell composition and structure".The topic of "Cell composition and Structure" is to establish the structure and function view of students' life concept.This study through the biology curriculum standard and teaching material analysis,combined with the local high school biology teaching practice,the composition and structure of the "cell" thematic knowledge content summarized as five key concepts,namely "protein is the main undertaker of life activity","the nucleic acid is the carrier of geneticinformation" and "cell structure for the different function of the parts" and "cell interconnected parts structure,coordination and cooperation,jointly carry out the various life activities of the cell" and "biological cells both has the uniformity,and has the difference".Furthermore,this paper analyzes the learning progression of these five important concepts by using the scientific concept development hierarchy and structural central design method.Through learning progression theory hypothesis,the practice verification test was carried out by quantitative analysis measurement of accuracy and option concentration analysis method,and the learning progression hypothesis was modified,so as to obtain the learning progression framework and hierarchy of the five concepts in the topic of "Cell composition and Structure".Apply learning progression to teaching practice,and present it in the form of case study in unit lesson preparation and class lesson preparation.The results of this study provide basis for understanding students' learning path and cognitive development in senior high school biology,promoting teachers to improve teaching,and providing reference for better guiding students to establish life concept and further implementing the core quality of biology discipline in senior high school biology teaching.