The Research On Forming Micro-concepts Of Chemistry In High School Based On The Theory Of Situated Cognition

The new curriculum reform established the state on raising citizen accomplishment of science literacy, and achieved the teaching goals of training students’practical ability, independent thinking ability and the cooperation spirit. In order to better implement and execute the new curriculum concept, the teaching goals of Chemistry in the classroom need to be changed from the transmission of factual knowledge to the construction of basic ideas, and building chemical concepts is taken seriously more and more. Combined with chemistry discipline of the uniqueness of the close contact between macro and micro, the construction of the micro-concepts occupies the outstanding position in the construction of chemical concepts, so how to find the effective ideas and methods to promote students form micro-concepts becomes the major issue that the chemical educators and researchers need to study.The paper chooses "the Research on Forming Micro-Concepts of Chemistry in High School Based on the Theory of Situated Cognition " as the subject, the research literatures of the situated cognition theory of contextualized environment and the teaching principle as a foundation, the Sue for chemical required1as the research object, to cultivate students’micro-concepts.The main contents of the research are mainly divided into two parts:the theory and empirical studies. In theory research, we introduce the basic ideas of teaching, basic principles and main teaching models of situated cognition theory, also we display the characteristics of present knowledge of micro-concepts and comb situation resource in the textbook. At last, we discuss how to promote learners to form micro-concepts from three angles:Situated cognition theory helps the students form the concepts of image thus achieve the understanding of core concepts; According to the situated cognition theory, we learn to reasonably and effectively use the situated resources and shape the design of contextualized environment; In order to let the students actively apply micro-concepts to explain actual problems and phenomena, we use means of situation and scaffolding and measure the understanding level and forming conditions by situated evaluation. In the empirical research, we survey the understanding level of students through the methods of questionnaire and interview. At last, we implement situated teaching.According to the actual school teaching orders, we carried on the teaching of "the amount of substance ","the atomic structure model" and "ion reaction" as the theme. In each case, we followed the teaching principles of situated cognition theory. Also, In the process of implementing, we set up the harmonious relationships between teachers and students and fully interactived classroom atmosphere to let students mutually exchange, cooperate and autonomously learn. We took test scores and interview results on the analysis and the contrast between experimental class and control class,we came to the conclusion that:1) To promote the formation of students’micro-concepts can be realized, and in the forming process students’ association ability and abstract thinking ability is greatly raised.2) The theory of situated cognition in some extent could effectively promote forming micro-concepts.3) Practicing the theory of situated cognition is a way of life energy to fulfill the new curriculum concept, also is the new breakthrough to promote teachers’professional development.This study design of situational teaching cases and teaching strategies in training students’ micro-concepts has enthusiasm influence and can provide reference for future research; And through the testing results, we verify the feasibility and operability in the forming process of micro-concepts.