The Research On The Learning Progressions About Hydrocarbon Derivatives In High School Organic Chemistry

Learning progression is a dynamic process that goes from shallow to deep and gradually deepens.It is not only a systematic description of scientific knowledge and its relationship,but also can enhance the development of students’ thinking and the advancement of problem-solving ability,and provide certain guidance for curriculum design,teaching practice and evaluation,and test preparation.At present,the theoretical research of progression learning is relatively mature,and the teaching research based on progression learning theory is also very fruitful,but the research on progression learning in organic chemistry is less."Hydrocarbon derivatives" is a very difficult and important concept in organic chemistry.Studying the topic of "hydrocarbon derivatives" is of great significance to students’ organic chemistry learning and front-line teachers’ organic chemistry teaching.This study has built a theoretical model of "hydrocarbon derivatives" learning,developed corresponding measuring tools,explored and studied the current situation and factors of progression learning level of senior three students,and designed the teaching of progression learning orientation with the theme of "nature of halogenated hydrocarbons" as an example to provide reasonable strategies and suggestions for teaching.Theoretical research is the basis of research work.Through the literature review,this study will build an progression theoretical model of "hydrocarbon derivatives" learning from progression dimensions,achievement levels,performance expectations and other factors.Based on the thoughts of scientific epistemology in the literature,"original","original" and "valence" are selected as the progression dimensions of learning,combined with the characteristics of organic chemistry learning,"original" is regarded as "material structure characteristics","original" is regarded as "material transformation and property characteristics","valence" is regarded as "the value of material transformation",and "cognitive object,cognitive perspective and cognitive thinking" are regarded as the progression variables,which are divided into three levels,Based on this,the progression theoretical model of "hydrocarbon derivatives" learning in senior high school organic chemistry is constructed:Level 1: Students can understand the types of functional groups contained in typical substances,and judge the isomerism phenomenon through carbon skeleton isomerism and position isomerism;Memorize the typical reactions that can occur in common functional groups,and write relatively simple equations according to material categories.Level 2: Students can identify the types of functional groups contained in hydrocarbon derivatives,analyze the structure of functional groups from the perspective of saturation,polarity and interaction between groups,and identify the properties of similar substances;Analyze complex isomerism from the perspective of structural isomerism;The change of organic matter is regarded as the transformation between functional groups.Level 3: Students can analyze the structure of organic compounds from the perspective of chemical bonds based on the types of functional groups and predict the possible reactions and types when faced with complex,unfamiliar and multifunctional substances;Comprehensively use structural isomerism and stereoisomerism to understand the diversity of organic compounds;In the circuit diagram of organic synthesis,we can use forward and inverse thinking to infer the structure of unknown objects,and independently design the synthesis route according to actual needs.Empirical research is the only way to verify theoretical assumptions.Based on the basic requirements of the "hydrocarbon derivatives" learning progression theoretical model and Rasch model,combined with expert interviews,this study developed the "hydrocarbon derivatives" learning progression measurement tool.After the initial test,Rasch analysis and correction,a large sample test is carried out to realize the level exploration of students’ progression learning on the topic of "hydrocarbon derivatives",and to verify the rationality of the progression theoretical model of "hydrocarbon derivatives" learning.Through the analysis of the test results,conduct semi-structured interviews with students,analyze the influencing factors of students’ progression learning level of "hydrocarbon derivatives",and provide targeted suggestions for teaching.The innovation of the research is reflected in two aspects: first,build a scientific "hydrocarbon derivatives" learning progression theoretical model,and develop a "hydrocarbon derivatives" learning progression measurement tool with good structure and performance;The second aspect is to explore the progression learning level and its influencing factors of the subject of "hydrocarbon derivatives" of senior three students,and provide teaching design cases with the topic of "nature of halogenated hydrocarbons" as a reference for teaching practice and evaluation.