A Study Of "Macro - Micro - Symbol" Based On Student 's Cognition In Chemistry Learning

Macro,sub-micro and symbols is tlie subject over and a highly generalizedthought for chemistry teaching and leanring.Studying chemistry form these threeaspects, not only embody the properties of chemical subject, but also reflect the spiritand the point of the chemistry.Throughouting the related researches at home andabroad, ifnd that there is a obvious differences:domestic researches pay more attentionto how match the subject characteirstics to the three aspects of "macro-sub micro-symbol",and then on this basis to make some investigation and applicationrcsearchcs;instead the foreign researches aslo give expression to the nature ofchemistry discipline,at the same time， emphasis on exploring corresponding teachingstrategies and methods from students’ cognitive perspective. By compairng thedomestic and foreign researches, as well as in-depth analysising the idea uf "macro-sub micro-symbol" itself，this study believed that ’"macro-sub micro-symbol’ andthe related resea’rches only based on students cognitive is more meaningful,and inorder to more accurately understand the representational ability of middle schoolstudents in face of subject-specific knowledge from three aspects: the macro，sub-micro and symbol,so in this study uses a different approach from the traditional,thetest tools is made up with some opend diagnostic questions which seted as two-tierstyle,by allowing students to verbal explanation and drawing pictures to accuratelydetermine the students’ representati"onal ability “in what way and in which level.The value and innovation in this research as following: firstly,study perspectivesis great different form the former reseanches; secondly,study tools develpoed not asusual in closed options style, by constrast, there are mainly opend, topic groupquestions. This design can make up some defects for the daily school achievement test,which only to test how much the students know about the phenomenon or knowledgerather to Hirther explore why students answer in this way and what they really thinkabout.The results included comprehensive explanation and analysis to the theroy "macro-sub micro-symbol", and from the perspective of students’ cognitive,developed specialized research tools for theoires empirical research，as well as thefindings are made by the qualitative and quantitative statistical analysis.Therefore,this paper is not only a more profound thcorctical explanation, but aslo specificempirical studies provide a solid foundation for promoting the development of thetheory.The results show that the development of students’ representational abilityaffected by many factors, including gender, age，academic ability, and regionaldifferences and so on, meanwhile the develop of students’ threefold representationalability is not linear, from macro to sub-micro and then to symbol, or can both havethese three aspects, it need a gradually improved process,which may he go throughseveral swing back and forth, because the higher grades students aslo have someconfusion on certain concepts and use some low-level representation forms aslow-grade students. Therefore, in order to improve the chemical threefoldrepresentational ability, first of all, accurately diagnose the level of student learning ismore important, and this diagnosis must be based on the student’s own learningprocess and cognitive level, which can be bestly explained by drawing pictures andverbal explanation, all this above may be a good reference for more effectively toimprove the level of students’ learning.