Middle School Students Chemical Study Of Cognitive Research, Teachers Teaching Strategies

Researches on the cognitive style started in 1940's. Nowadays, with the development of teaching students in accordance of their aptitude and individualized teaching, the cognitive style is being paid attention and becoming the hot point of study. In our country, individualized teaching has been attained great importance in the fields of education and psycholy, but only a few researchers probed into the comesponding teaching strategies. This thesis tries to expound systematically some theories related to the cognitive style, classify it into different types, and probe into chemistry. class-teaching strategies. It consists of five chapters.Chapter One puts forward the problem which is to be solved through study, shows significance of the study and its present situation both at home and abroad.Chapter Tow gives an overview of the cognitive style, including its definition, characters of different types and studying methodsChapter Three is about the cognitive style and chemistry learning. It points out that different students with different types of the cognitive style, differ each other in their chemistry learning, and that different types apply to different learning contents. Also in this chapter some concepts in the learning process are defined.Chapter Four associates the cognitive style with chemistry class-teaching, bringing forward those teaching strategies suitable for students' individual cognitive style: one is the strategy of exploiting students' strong points(the matching strategy )and the other is the one of avoiding their shortcoming(the intenational unmaching strategy).Based on investigation into the cognitive style, Chapter five makes an experimental study of chemistry class-teaching strategies. It reaches the conclusion that both the matching strategy and concluce the intenational unmaching strategy concluce to students' academic achievements and that the former promotes greatly exertion of their cognitive advantages while the latter advances in perfecting their cognitive style.