The Current Situation And Promotion Strategies Of Students’ Congnitive Participation In High School Chemistry Teaching

Students’ comprehensive and positive engagement is an important prerequisite to ensure the smooth and effective teaching.In students’ participation, behavior participation is the basis and carrier, emotional participation is experience, cognitive engagement is the core. In accordance with the learning strategies and Bloom’s educational objectives taxonomy theory, cognitive engagement can be divided into two levels:low level cognitive engagement and deep level cognitive engagement, which included seven layers:dependence, memory, comprehension, application, analysis and synthesis, evaluation and creation. To achieve a high level of cognitive engagement, promote deep thinking and the development of creativity, master the science of learning are the main goal of the current teaching. Study on the influencing factors show that teaching is one of the important factors that affect students’ cognitive engagement. Therefore, this paper researched the impact of teachers’ teaching on student cognitive participation in high school chemistry classroom teaching, and put forward some effective suggestions. Research questions include:(1)Defined the core concept of "student cognitive participation in high school chemistry classroom teaching "(2)Analysis teaching methods, teaching skills and teacher expectations connotation (3)Survey students’ cognitive engagement situationon in high school chemistry classroom teaching (4)Investigate the effect of teachers’ teaching on students’ cognitive engagement (5)How to improve students’ deep level cognitive engagement.Aimed at these questions,this paper divided the levels of students’ cognitive participati according to the learning strategies and Bloom’s educational objectives taxonomy theory. Adapt the questionnaires to the situation of students’ cognitive engagemen in high school chemistry classroom teaching and the influences from teaching.Investigated 300 high school students in Shangrao and Wuhan. Use SPSS20.0 software for statistical analysis.Concluded as follow:(1)Student deep cognitive engagement frequency higher than the frequency of shallow cognitive participation, but the overall participation of students cognitive performance is still low, stays in the understanding, application level, it is difficult to achieve the create and meta-cognitive level.(2)Students’ cognitive engagement in seven levels were significantly correlated; there are diffences between genders,schools, classes on the level of cognitive participation (3) teaching methods, teaching skills, teachers expects were significantly correlate(4) Teachers’ teaching has huge impact on students’ cognitive engagement, teaching skills> teacher expectations> teaching methods, learning methods, questioning and feedback skills, language skills,summary skills are particularly important factors.According to the research findings, this study propose the following:(1) Strengthening the experimental teaching, behavioral participation promote the cognitive participation;(2) Pay attention to questions and feedback, promote thinking and meta-cognitive;(3) Encourage the exchanges and expression, promote the development of creatitive;(4) Impart the scientific learning methods, establish the correct concept of learning;(5) Pay attention to language expression, create a favourable learing atmosphere.