Cognitive Research On Learning The Knowledge Of Chemical Elements About Senior High School Students

The knowledge of chemical elements is main component in chemical course of senior high school. It is very important in chemistry teaching. This research, which selects students'cognition as topic, and the knowledge of chemical elements in senior high school as carrier, tries to answer the following questions:(l)What's the actuality about students'learning about the knowledge of chemical elements ?(2)Are there any obstacles in the students'cognition about the simple knowledge of chemical elements? What's the characteristic? (3)What's the rules in the students' cognition about the difficult knowledge of chemical elements? Are there any cognitive obstacles? Are there any differences between three sorts of students? What's the reason?There are three parts in this research. Firstly, the theoretical study is finished by researching and summing literatures at home and abroad. Then put forward this research's ideas. At the second part, there are three empirical research, including the survey, simple cognitive research and complex cognitive research about senior high school students' knowledge of chemical elements. The third part is the conclusion. By summing up the results, the revelation and reflection has been got.From theory and empirical research, Three conclusions have been drawn: (l)There are some errors in teaching and learning on the knowledge of chemical elements. Students have some prejudice on it and can't find the right way to learn it. The traditional model called "spoon-feed" is still in the class.(2)Students'cognitive level of the simple knowledge of chemical elements is high. However, there are some obvious differences between good students and who have difficulty in studying, mainly on the way to transform into long-term memory, the knowledge's integration the law's summary.(3)There are some obvious differences between three sorts of students about the difficult knowledge of chemical elements. It is because of the different original cognitive structure and cognitive development that the processing information have large differences.