Abstract The analysis of content texts of curriculum standards representation showed two main problems:one was how to select the core content which meant the determination of content standards, another was how to develop the performance standards. The former needed to select the key concept and express it accurately, while the latter needed to describe students' learning performance accordingly and set the level of students' understanding. From the view of learning progressions, three elements (the concept, the performance and the understanding level) answered the questions of what was progressing in learning process. They were the three elements of learning progressions, based on which, both the students' learning performance and the standards statement could be evaluated.
HUANG Ming-Chun, WANG Lei. Building and Application of Learning Progressions Model from Perspective of Text Statement in Chemistry Curriculum Standards for Secondary School[J]. Chinese Journal of Chemical Education, 2017, 38(19): 1-8.