Investigation And Analysis Of The Students In The Knowledge Of The Mystery Of The Composition Of Matter

The mystery of the composition of matter is an important part of the junior high school chemistry course. It is the basis of the junior high school chemistry knowledge network. It is the beginning of students understanding of the microcosmic material. There is a great significance to the chemistry teaching of the junior high school that students understand the knowledge of the cognitive difficulties in the mystery of the composition of the matter.In this paper, by basing on studying the textbooks and curriculum standards, in Empirical Method, research on students’awareness of the mystery of the composition of matter composition. It is the important that the analyzed finding the cognitive status of the students’awareness of the mystery of the composition of matter composition and interviews with teacher, students. Through the analysis and summarization of the test results of students’knowledge, it clears the students in the material composition of the mysteries of cognitive difficulties, and provides a reference for teachers’ teaching.Following the Investigation and analysis, I draw the paper’s conclusion as follows:(1) From the test results, the statistical point of view, all three groups of students in basic-level cognitive knowledge have performed well, they all got a high score in the test. Therefore students had a high memorizing ability; all of them had established a set of cognitive structure.(2) Three groups of students with a microscopic point of analysis of the poor performance of subjective questions of the day-to-day phenomenon. The knowledge could not be applied. The results of this study found that:The student learning first memorizing the knowledge that is encoding. After that, students understood the knowledge, and used it associated with the original knowledge to form a new cognitive structure. Finally, optimization and applied of the cognitive structure. Above steps is more biased in favor of Ausubel’s theory of meaningful learning. Students learn more difficult in the mystery of the composition of matter, due to that there no understanding of the view of the microscopic point. There is less meaningful association with the original knowledge.(3) Excellent students、average students and poor students used different learning mysteries to learn the third unit of the mystery of the composition of matter, not the same way. And their use of the concept of connotation and extension to solve practical problems also had a difference. Excellent students most of the cognitive style is a meaningful actively construct. They accustomed to self-absorb learning, rather than passive acceptance learning. Excellent students learning enthusiasm is high. Learning pressure is relatively small. The study results showed better. They were full of confidence and optimism to learning next chemistry course. The learning cognitive style of average students and a small number of poor students most was the meaningful receptive learning. They learned positive, learning pressure was big, the study results showed less effective. They were full of no confidence and confusion to learn the next chemistry course. The learning cognitive style of most of poor students belongs to the meaningless learning. They learned knowledge messy and chaotic. And they could not associated with knowledge, formed a meaningful cognitive structure diagram.How to reduce students’ cognitive difficulty and improve students’ understanding of the microscopic substances needed both students and teachers hard to pay. Then students could break through the new textbooks difficulty. Based on the analysis of the findings and interviews with teachers and students, the paper gave some inspirations of the teaching and learning to prove reference and inspiration for the junior high school students and teachers using better of the new textbook.