Study On Advanced Learning Teaching Of "Homeostasis And Regulation" Module In High School Biology

The General High School Biology Curriculum Standards(2017 Edition Revised 2020)states that the purpose of teaching and learning in high school biology class is to develop students’ disciplinary core literacy,The development of students’ disciplinary core literacy needs to go through a progression process from shallow to deep,from easy to difficult,from concrete to abstract.learning progressions as one of the current hot research,describe the progressively deeper and coherent thinking development path that students follow in the learning process of a topic,which contribute to the development of their subject core literacy.This study used literature research,questionnaires and educational experiments to construct learning progressions for the module "Homeostasis and Regulation",on the basis of which teaching design,teaching case development and teaching practice were conducted to investigate the role of the learning progressions teaching model in improving students’academic performance and cognitive level.First of all,the theoretical basis of this study was discussed by analyzing the relevant literatures,and the background,current situation,purpose and significance of the study,and the methodological approach of the thesis were explained.Secondly,the core concepts of the module "Homeostasis and Regulation" were determined by combing the curriculum standards and textbooks,and the progression dimensions,progression levels,progression starting points,progression ending points and intermediate levels were further determined around the core concepts to create the learning progressions hypothesis of the module "Homeostasis and Regulation".In order to verify the validity of the progression hypothesis,This study developed testing tool to test the research subjects and analyzed the data using the two-factor method of achievement and concentration,revised and improved the learning progressions of the "Homeostasis and Regulation" module based on the analysis results.Then,based on the constructed learning progressions of the "Homeostasis and Regulation" module,learning progressions instructional design process was created,and a teaching case was designed and practiced using the "Neuromodulation" module of the"Homeostasis and Regulation" module as an example.Two classes in the second year of a high school with insignificant differences were selected as the experimental class and the control class,and were taught according to the learning progression-guided teaching program and the traditional teaching program respectively,Students’ learning effectiveness evaluated by means of unit tests and questionnaires at the end of the practice.The results of the study showed that:(1)the teaching model based on learning progressions can improve the learning performance of students at different levels,and it has a certain promotion effect on the rise of students’ cognitive level and the development of higher-level cognitive ability.(2)the teaching model based on learning progressions can help students deepen their understanding of biological concepts and master the important and difficult points of teaching contents,and make students’ learning strategies and thinking levels change better.