A Practical Study On The Articulation Between Junior And Senior High School Biology Teaching Based On Learning Progression

In recent years,under the role of the continuous promotion of the new curriculum reform,China now attaches more importance to the subject position of students in the curriculum at this stage,and students need to have the ability to be able to build their own knowledge system,which requires teachers to focus on the coherence of teaching content,that is,teachers should do a good job of bridging the same topic at different stages.The new curriculum reform calls for a series of guidelines that reflect students’ ability to learn on their own and the coherence of their knowledge.Learning progressions explore students’ developmental potential and developmental levels based on their original knowledge and experiences in order to help them acquire higher-level knowledge and abilities,which is basically consistent with the goal of teaching articulation.The learning progression theory is favored by many scholars,and the research on learning progression in China’s education field is mainly on physics and chemistry courses,and some scholars have already applied the learning progression to the teaching articulation of physics and chemistry subjects and achieved results.However,most of the research fields in biology have only applied the theory of learning progression to construct the learning progression of different topics,or singularly studied the teaching articulation of a certain topic in junior and senior high school.No scholars have yet combined learning progression with teaching articulation and applied it to teaching practice.In this paper,we apply learning progressions to the teaching and learning interface between junior and senior high school biology,and carry out teaching practice to test whether the combination of learning progressions and teaching and learning interface can promote the achievement of educational goals and help students learn better.In this paper,we use the comparative method,questionnaire survey and practical research method to carry out a practical study on the application of learning progression to the teaching of junior high and senior high school biology,taking the sixth chapter of Molecular and Cellular Biology,a compulsory subject of the Human Education Edition.(1)Determine the bridging point and progression dimension between junior high and senior high school: compare and analyze the junior high and senior high school biology textbooks to determine the bridging point;compare and analyze the curriculum standards of the two levels,and analyze the starting point,progression dimension and end point of students’ progression.(2)Constructing a learning progression hypothesis for "the life course of a cell" : Combining the existing research on students’ mythical concepts,sorting out students’ mythical concepts in this topic,and constructing a preliminary learning progression hypothesis based on Guo Yuying’s scientific concept development hierarchy;designing a questionnaire for students and an outline for teachers’ interviews,and revising the hypothesis based on the survey results and interview results.The hypotheses were revised based on the results of the survey and interviews.(3)Practical study on the application of learning progression to the teaching interface between junior high and senior high school: two classes with the same basic conditions were selected as the experimental class and the control class,and the conventional teaching method was used in the control class,while the experimental class was taught with a specially designed teaching interface design for junior high and senior high school biology based on the learning progression theory.The results were analyzed in conjunction with teacher interviews.The main findings of the study were:(1)The articulation points and learning progression levels between junior and senior high school were identified.The learning progression hypothesis of "the life course of a cell" was constructed by combining the hierarchical model of the development of scientific concept understanding studied by Guo Yuying and other scholars.(2)After conducting a survey of students and interviews with teachers,the learning progression hypothesis was revised and the learning progression of the "life course of the cell" was determined.By comparing and analyzing the teaching materials and learning conditions,we developed a teaching method based on the learning progression between the two stages of the topic "Cell proliferation".(3)According to the analysis of the pre-test and post-test results,the post-test results of the control class were much lower than those of the experimental class,which indicated that the design of the bridging instruction based on learning progressions was effective in improving the quality of teaching and learning,and it could help students transfer knowledge and establish knowledge networks,and students could better integrate their knowledge from junior high and high school to reach a higher level.Studies have shown that the learning progression-based teaching of middle and high school biology is more conducive to students’ understanding and integration of knowledge than conventional teaching.Therefore,when designing instruction,teachers can use the learning progression theory as the basis for designing instruction based on the understanding of students’ levels attained in junior high school to simultaneously improve teaching quality and achieve students’ learning goals.Finally,this study analyzes the advantages of using learning progressions in the interface between middle and high school biology teaching and learning for teachers and students,and presents two case studies,hoping to provide reference for subsequent research on using learning progressions in the interface between middle and high school biology teaching and learning.