The Effect Of Teachers’ Cognition And Classroom Teaching To Students’ Cognition Of Science

Education is a complicated system, involving many factors. Such as the social and economic background, social culture, curriculum provision, learning environment, teaching style, family influence, intellectual level, students’ attitude, etc. Each of these factors are likely to affect students’ academic achievement that is defined of cognitive in this paper. In numerous studies that is more inclined to the analysis of the students’ academic achievement, and is short of focus on teacher’ perceptions and practical teaching classroom discussion.Famous education experts who named Freire in Brazil has said that "If there is no dialogue, there is no communication, without communication, also won’t appear the real education". In the actual teaching process, students, teachers, classroom teaching is the three themes, and teachers are the ranker. so fundamentally cognition of teacher and teacher’s classroom for teacher’s teaching and student’s learning has great practical significance.On the basis of predecessors’ research combined with wide application of FCI questionnaire and on account of Flanders and Li Wanchun’s classroom observation research, This paper attempt to build a suitable teacher cognition questionnaire and classroom observation scale, and through course video and interview recording and so on to probe teacher cognition and teachers’ teaching behavior which influence the high school students physical academic achievement, according to the study of the actual situation and requirements.this paper integrated uses the quantitative and qualitative methods and mainly adopts questionnaire survey method, measurement method, comparison method and research methods such as statistical methods.This study selected two regions of guilin and liuzhou in guangxi, three different schools, nine class of450students, has carried on the interview survey to director of class’s and grade’s classroom. Using the statistical software Spss to make descriptive and correlation analysis for the result of the test and to compare different teachers’ teaching characteristics and teaching cognitive that how to effect students’ learning achievement. The results showed that, the higer physical achievement class’ classroom teachers and the lower physical achievement class’ classroom teachers in the teaching mode and teaching cognitive are differences.The ask for master level of the higer physical achievement class’ classroom teachers much stronger than the lower physical achievement class’ classroom teachers. On the teaching experience and the title, class achievement does not show specification is proportional relationship; On teachers’ cognition, the higer physical achievement class’ teachers pay more attention to linked to real life, pay more attention to the cultivation of the students’ independent thinking. Be able to use the former concept of students, targeted for appropriate interpretation, in which fully shows the teachers’ knowledge, the concept of teaching how to effect its teaching strategies.