Research On The Teaching Bridging Of Chemical Atomic Structure In High School From An Learning Progression Perspective

The General High School Chemistry Curriculum Standards(revised in 2017 and 2020)has been further optimized by placing the content of "atomic structure" in the compulsory module and in the optional compulsory 2 module(Structure and Properties of Matter),from "Atomic structure and From topic 3 "Atomic structure and the periodic law of the elements" in the compulsory module to topic 1 "Atomic structure and properties of the elements" in the optional compulsory 2 module,there are progressive requirements for the teaching of "atomic structure"and for the way of thinking about it.In the actual teaching of the topic "Atomic structure",there are many problems,such as difficulties in grasping the relationship between the compulsory and optional compulsory courses,excessive knowledge in the compulsory classes,and repetition of content in the optional compulsory classes.Therefore,it is necessary to develop a bridging teaching from the perspective of "atomic structure" theme learning progression.A review of the literature reveals that there are few studies on the interface between compulsory and optional high school courses on the topic of "atomic structure".The purpose of this study is to provide teachers with a variety of teaching strategies and suggestions to improve the problems of repetition and disconnection between the compulsory and optional courses,and to help students achieve a smooth transition from the required courses to the optional courses.The purpose of the study is to provide teachers with a variety of teaching strategies and suggestions to improve the problems of repetition and disconnection between required and optional courses,and to help students achieve a smooth transition from compulsory to optional courses.The following are the main research contents:(1)Definition of relevant concepts.Through the review and analysis of the relevant literature,the concepts of teaching bridging and learning progression are defined,taking into account the characteristics and objectives of this study.The definition of "teaching bridging" is the process of "teaching" by teachers and "learning" by students,in which the teaching contents,and teaching methods of compulsory and optional courses in high school chemistry are defined according to the curriculum standards of high school chemistry and the actual situation of students.The process of bridging the teaching contents and teaching methods of the required courses in order to promote students’ awareness and thinking skills.The progression of learning is defined as a process in which students learn and investigate a certain topic within a time span in which the content of knowledge,the scientific method and the way of thinking involved in the process of learning the topic are progressively deepened.(2)To build a framework for analyzing the teaching-learning interface of the topic "Atomic Structure" from the perspective of learning progression.Through literature review and interviews with experts and teachers,a theoretical model of the teaching-learning interface was constructed.We analyze the content and academic quality requirements of "atomic structure" in the curriculum,the organization and knowledge system of textbooks,and propose a progressive,systematic,and logical approach to the content of "atomic structure" at the high school level from a learning progression perspective.A progressive analysis of students’ approaches and ways of thinking is also carried out,resulting in a hierarchy of knowledge content,approaches and ways of thinking.By combining the theoretical model of pedagogical articulation,the "atomic structure" thematic progression analysis,and the interviews with experts and teachers,a theoretical analysis framework of pedagogical articulation from the "atomic structure" thematic learning progression perspective was constructed.(3)Preparation of a questionnaire on the current situation of teaching articulation from the perspective of "atomic structure" thematic learning progression.Based on the theoretical framework for the analysis of the teaching-learning interface in the context of the "atomic structure" theme,a questionnaire was developed to investigate students’ basic learning and their learning of atomic structure in order to better understand their basic learning and their level of cognitive and competence development.(4)Investigation of the current situation and analysis of the factors of the teaching interface in the context of the progression of learning of the topic "atomic structure".Questionnaires were distributed and collected to students in a high school in Linyi,Shandong Province,and the results were analyzed,supplemented by interviews with teachers and students,to investigate the disconnect between teaching and learning and to analyze the factors.In the interface between the compulsory and optional compulsory courses,there are mainly "the knowledge span is large,and students have difficulties in understanding the content","students have inappropriate understanding methods,and their ability to apply knowledge needs to be improved","students’ thinking level is low,and their ability to construct models is insufficient".The problems of "low level of students’ thinking and lack of model building ability","teachers’ lack of grasp of learning situation and cognitive bias","single teaching method and poor teaching effect",etc.(5)To propose teaching strategies and suggestions according to the problems of teaching interface.For example,"arrange the teaching content reasonably to promote students’ knowledge and understanding","use the teaching column flexibly to guide the cognitive method","grasp students’ learning situation and pay attention to the cultivation of students’ way of thinking " etc.Combined with the articulation analysis,the status quo survey and analysis clarified the learning progression levels and designed a case study of teaching articulation of atomic structure in the perspective of learning progression.The study can provide certain ideas and references for other educational researchers or teachers,and promote in-depth research on the solution of chemistry teaching articulation problems.It helps front-line teachers to gain a deeper understanding of the new textbook,provides ideas for high school teachers to solve the teaching problems existing at the transition stage between required and optional required courses,and provides references for teaching chemistry at different levels of the same class.