Study On The Construction Of The Students' Cognitive Structure In The Chemistry Teaching Of High School

In the 21th century, higher demands have been put forward for school education. School teacher should cultivate the students' learning ability. Theories and teaching practice have been showing that the students' constructing reasonable chemistry cognitive structure is the core of it. In addition, it is very important for students and can improve the students' study result. In the present time, the systematical and deep study on how that students should construct their cognitive structure is not enough. In view of that, we have selected the issue, and had a study of how the students should construct their chemistry cognitive structure. In addition, we hope the construction of chemistry cognitive structure will be attached importance to, and the relevant study will be made.This paper consists of five parts.Part 1 is about why and how the issue has been put forward. Firstly, in the light of society development .students' growth, the characteristic of chemistry, this section set forth the necessity of constructing chemistry cognitive structure. Moreover, we sum up the present condition of studying and developing on cognitive structure theories .In addition, the aims of the study are accounted for , as well as the significance.Part 2 is bout the theoretical basis on which the study is depending. This section involves in the earlier cognitive structure theories, the systematical cognitive structure theories, constructivism theory and information processing theory. Among them, the cognitive structure theories give us all kinds of ideas of cognitive structure. Constructivism focuses on the construction of knowledge, on the other hand, information processing theory regards the process of study as the one of processing information.Part 3 is about the study on how the students construct their cognitive structure. This section includes not only the implication of chemistry cognitive structure and the formation of it , but also the main features of the reasonable one, teaching principles and strategies of constructing it.In the first place, the implication of the chemistry cognitive structure involves in its basic implication and main features. Further more, in order tounderstand the content distinctly we also have told the difference between chemistry cognitive structure and chemistry knowledge structure, and pointed out the connection of them.In the next place, surrounding the internal mechanism, main variable and influencing factors we begin to analyze the formation of the chemistry cognitive structure, our aim is to know the formation of it all-sidedly.Over again, on the basis of fore theories we synthesize the main features which reasonable cognitive structure shows .we have drawn the above conclusion from dynamic state and static stage.Finally, we put forward the teaching principles and strategies of constructing cognitive structure. The study on the teaching strategies is our emphasis. In this section, surrounding the activation, construction, evaluation and optimization we bring forward three corresponding teaching strategies, they includes creating proper question-situation, constructing structurization knowledge network, and making concept-map.Part 4 is about the experimental study. The section is based on theories .The experiment about cognitive structure was carried out. The data were derived not only from interviews with students and written tasks, but also from the students' engagement with actual teaching situation, from the experiment ,the following findings were obtained:1.Creating proper question situation can activate the students' cognitive structure.2.Constructing structurization knowledge network can help to form the cognitive structure.3.Making concept map can evaluate and optimize the students' cognitive structure.In Part 5, we prosecuted prospect for future research along with analyzing the problems existing in the thesis.