Research On Senior High School Students’Cognitive Sequence Of The Periodic Table

The Periodic Table and the Periodic Law of elements is a important theory in the senior high school chemistry. This paper focus on discussing "senior high school students’ cognitive sequence of the Periodic Table ".This paper will resolve these problems as follows:1)How many aspects are there in the Periodic Table and the Periodic Law of elements of the chemistry system and what are they?2)How to cognize the Periodic Table and the Periodic Law of elements?3)What obstacles and problems will be there when the senior1students’ learn the knowledge of the Periodic Table and the Periodic Law of elements?4)Is the order of the knowledge after improved suitable for the students’ cognitive sequence?Scientific research methods such as Literature method, interviewing method and action researchof teaching intervention method have been adopted in the research to resolve the problems above. Results indicated that:1)The contents of the Periodic Table can be divided into Atomic structure, Elements and nuclide, the Periodic Table of elements, the Periodic Law of elements, applicationand so on.2)Senior students will experience a phase from perception stage to comprehension stage then to mastery stage finally to application stage.3)The senior1students don’t get enough chemical knowledge to understand the content of the Periodic Table and the Periodic Law of elements. Most of content can only be temporary to understand, remember, but can’t be in-depth or specific to analyze problems.4)Through adjusting the knowledge content of the Periodic Table and the Periodic Law, this paper discusses the structure of knowledge to the students’ cognitive sequence:Atomic structure and nuclide, outer electron configuration, the Periodic Table, the Periodic Law of elements and application. The result is that the students in the experimental group grasp the periodic table and the periodic law of elements better than the control group students.