The Practice And Research Of Junior Middle School Chemistry Teaching Design Based On Cognitive Learning Theory

Cognitive learning theory originates from the insight theory of Gestalt psychology. It studies the internal process of individual dealing with environmental stimulation, rather than explicit stimulus and response. Cognitive learning theory holds that learning is not only equal to acquiring knowledge, but also, more importantly, lets students to master the approaches of learning. It puts emphasis on making use of the subjective initiative of students’, the important role of the already existed cognition structure and the structure of learning content, and paying attention to the integration of theory and practice. At present, cognitive learning theory has been an important theoretical foundation for curriculum reform and will be widely applied to teaching.To implement the new curriculum standards, the vital is teaching design. Teaching design is the effective method to implement the teaching goal and course goal and improve the teaching effectiveness and efficiency. The influence of cognitive learning theory on teaching design is reflected in determining teaching goal, learners, analyzing learning task, the design of formulating teaching strategies and teaching evaluation, etc. Through the analysis of cognitive learning theory research, the study attempts to build a teaching design model of chemistry, to provide some scientific, comprehensive and theoretical ideas and methods for teaching design of chemistry.This study adopts the empirical-research-oriented method. These experiments have been carried out in the junior high school affiliated to National University of Defense Technology, Changsha, Hunan Province. The experimental subjects are chosen in two parallel classes in grade3. Chemistry teaching design for junior middle school, based on cognitive learning theory is used as the research material. Based on one term’s teaching practice, and students’Chemistry scores before and after the test, by virtue of SPSS11.5for statistical analysis, the following conclusion are drawn:(1)Based on cognitive learning theory, the effect of teaching is better than traditional counterpart;(2)Based on cognitive learning theory, the effect of teaching does not show any differences between gender;(3)Teaching effect of the teaching design, based on cognitive learning theory, for students of different chemistry foundation demonstrates significant difference. The improvement of the bottom students is obviously bigger than the excellent students, also bigger than the medium students. There is no huge differences between the improvement of the excellent and the medium students.