Research On The Representation Of Textbooks Based On The Cognitive Style Of Students

Cognitive literacy is the way of the individual’s objective understanding of things and the level of results. Cognitive literacyent includes two aspects:cognitive style and cognitive outcome. Cognitive style is the individual reflect on the initiative of the objective things, the representing tendency and use of a certain thinking mode or the information processing strategies or patterns understanding and solving from a certain angle when students are thinking and dealing with problems. Cognitive style includes four aspects:cognitive object and domain, cognitive angle, cognitive depth and cognitive thinking. The cognitive result refers to the results reflecting objective things from different perspectives through the language, text, graphics, symbols, and other forms of characterizationThe research shows that the textbook content analysis focused on comparative analysis of different versions of textbooks and teaching materials in a single analysis, the lack of textbooks for high school students cognitive style research. New Courses to develop students’ cognitive level is more important than improving their level of knowledge. In order to make the content of the teaching material more in line with the students’ cognitive style, the author made a research on the teaching material based on the cognitive style of the students.。Association between showing out the cognitive pattern of analysis methods and analysis of the teaching materials of "three layer analysis method combining the research. From the textbook content and structure analysis, refining the cognitive object, cognitive domain and cognitive perspective to analysis materials in the span of cognition development. Secondly, through the analysis of textbook use what the students learn knowledge, the definition of cognitive depth. Thirdly, based on the content of the textbook structure analysis, for example, analysis of the chapter and chapter, section and section, section three titles, and section three level under the heading of specific content between, define the content of the textbook structure reflects the students’ cognitive thinking.Through the analysis of the "structure of matter and the nature of presentation of the following conclusions PEP high school chemistry elective "material structure and properties" in the selection and placement of textbook content in line with the new curriculum standards and Curriculum Reform of claim 3, presentation of teaching materials in line with the needs of students.Select and organize the content of textbooks.② Fully embodies the characteristics of subject domain, effective training and development of students’ cognitive point of view, so that students can look at the composition of the material from the microscopic point of view.③ Textbook on organizational knowledge reflects the student from micro to macro, isolated from the system, from static to dynamic cognitive thinking.④ Teaching choreography knowledge fully reflects the students before and after cognitive depth, so that students from both qualitative and quantitative cognitive depth learning of new knowledge.⑤ The design of textbooks with Cognitive approach of students’ learning...