High School Chemistry Cognitive Learning Classroom Teaching Strategies

With the rapid development of scientific technology, the intending society requires higher humanity literacy .People attaches the most attentions to education which is the cradle of cultivating humanity literacy.How to make adolescents be provided with the "key abilities" required in the 21st century, has been a hotspot of international education. These abilities are such as how to acquire and deal with informations, how to inquiry subjectively, how to analyze and solve problem, how to learn for life, how to cultivate their creativity and practical ability, cooperation consciousness and social responsibility, etc.However the spiritualism and creativity of students dies out going with close and passive learning style which results in education dropping far behind the demand of the age. From the 1980s, resorting to the advanced education theory, the Research-based learning fitting the need of modern education and accepted by all the countries, has become the important part of curriculum reformation of China by now. With the Research-based learning curriculum carried out deeply and widely, it must affect subject teaching .In subject teaching which has the most learning time, How to reflect the changes has been a question which needs to be solved. The aim of this dissertation is to research class teaching strategies in senior middle school chemistry. It has very important means in theory and practice for promoting the development of Research-based learning and guiding the class teaching reformation of senior middle school chemistry,.The cognitive Research-based learning means the study actions on the foundation of the basic contents of middle school chemistry, which takes the optimization and reconstruct of cognitive structure as its aim,and take the Research-based learning style as its major style. It includes describing, judging and explaining the research object. It also includes devising and innovating experiments, probing the relation among the factors etc. It requires that under the guide of their teachers, the students shall apply the Research-based learning style to get knowledge which is ruled by teaching outlines of middle school chemistry, to promote the change of learning-style and teaching-style, to cultivate the ability of putting forward and solving questions, to grasp the methods of scientific analysis, to strengthen experience of practice and sensibility, and to simulate innovation spirit and cooperation consciousness, etc.The dissertation made use of the important fruits of education psychology, including cognitive psychology, humanism psychology, constructivism psychology and multiple intelligence theory. In the direction of the Research-based learning theory, it analyzed its basic characters: subjectivity, opening, practice, inquiry, cognitivity, generativity. The dissertation also originally constructed the basic flow chart of class teaching of cognitive research-based learning, and researched the concrete teaching strategies including for teaching preparation and for teaching process.In order to prove the effect of teaching strategies, we designed quasi-experiment, investigation question and achievement test to verify it. It proved that the study results of cognitive Research-based learning were remarkable to class teaching in senior middle school chemistry.