| The formation of Learning Progressions is a step-by-step thinking process in which students gradually understand what they have learned and are able to fully grasp and apply it.The misconception refers to a cognitive impairment or understanding departure developed by students at some stage and it could have a negative impact on the following scientific concepts.The distinction between ionization and ionic reaction is a key and difficult content for high-school students,so students often have difficulty in distinguishing them.Based on the Learning Progressions,this paper mainly focuses on the research and rectification of the misconception between ionization and ionic reaction for high school students.On the basis of this research theory,we summarize the mainly misconceptions for most of the high-school students and divide them into four levels: distinction,collection,explanation and extension by combing related concepts and knowledge of ionization and ionic reaction in high school chemistry books based on the New Curriculum,analyzing the present situation of the misconceptions,interviewing front-line teachers.Besides,in order to rectify those misconceptions,I determine a reasonable division level and design the Learning Progressions.And the teaching design is created according to those misconceptions and the Learning Progressions.By choosing the experimental class and control class,on the basis of teaching practice,we conclude that there is a obvious distinction between those two groups on their rectification of the misconceptions.However,there is no distinctive differences between girls and boys in the experimental class.Conclusion: First,different-level teaching approaches is of great help for high school students to distinguish the misconception.Second,when we teach different-level students,we should use different teaching approaches.Third,we should focus on the relationship between various levels when correcting those misconceptions. |
