Advanced Study Of Middle School Chemistry Atomic Structure Study

Learning progressions is an important hot research topic in the field of international science education in recent ten years.Its research content and development methods are of great significance to promote the development of students' core literacy of chemistry and the integration of "teaching evaluation".Based on the above research background,this study uses the literature method to sort out the origin,elements and theoretical model of learning progressions.After determining that the research topic is atomic structure,this paper combs the research status of learning progressions based on material structure topic and atomic structure topic and the research status of atomic structure topic teaching in China by using the literature method.It is further clarified that the purpose of the research in this paper is to establish an advanced model of middle school chemistry atomic structure learning with empirical nature,so as to provide reference for chemistry teaching.In this study,the literature method is used to determine the theory of scientific epistemology as the theoretical basis.Determine the atomic structure,including static structure and dynamic structure,and clarify its connotation.Analyze the curriculum standards of junior and senior high schools,draw out the cognitive perspective,analyze the teaching materials,clarify the content distribution and cognitive ideas related to atomic structure,draw the distribution map,and study the discipline ontology at the same time.In this study,2-4 students from different grades of grade 1,grade 2,grade 3,grade 1,grade 2 and grade 3 were randomly selected for interview to clarify the students' cognitive development level.Based on discipline ontology research and scientific epistemology,it is proposed that the advanced dimensions are static structure,dynamic structure and value,and based on scientific epistemology and chemistry discipline characteristics,it is proposed that the advanced variables are cognitive thinking,cognitive object and cognitive perspective.Based on this,combined with the analysis of domestic curriculum standards,the analysis of people's education edition textbooks and the analysis of students' interviews in different sections,it is divided into achievement levels(level 0 to level 4).Finally,the performance objectives of different levels are defined and expressed in detail.In this study,the educational test method is used to develop the measurement and evaluation tool based on the basic requirements of learning advanced preset model and Rasch model.Through the statistical analysis of the test and measured data,it is found that it is basically consistent with the preset model,and finally the learning progressions model of chemical atomic structure in middle school is determined.Finally,based on the developed learning progressions model,the case development of teaching design for Level 2 is carried out.In the case development,the design is based on the cognitive perspective of this level vertically,and different teaching tasks are designed based on the cognitive dimension horizontally,in order to provide reference for "quality-oriented" classroom teaching.