High School Chemistry Concept Based On Cognitive Flexibility Theory Tesching Strategy Research

The concept of chemistry is the foundation of the establishment of the discipline of chemistry,which reflects the most essential characteristic of the process of chemical change".Paying attention to chemistry concept teaching is helpful for the teachers to construct the chemical concept knowledge system,which can provide sufficient guarantee for the students to master the chemical concept knowledge.The concept teaching of middle school chemistry can be divided into two stages,that is,junior middle school and senior high school.The concept of chemistry in senior middle school is more complicated and complicated than that in junior middle school.This article is based on the cognitive flexibility theory of high school chemistry concept teaching strategies.Cognitive flexibility theory is a branch of "new constructivism" proposed by Spoil.The theory divides knowledge into the field of good structure and non structure.The cognitive flexibility theory to multi representations,cognitive flexibility cross case development of students design concept,the non good structure chemical concept in the domain of soluble in real life,let the students have the learning environment,so as to improve students' chemical literacy.By reading the literature,get the principle of the cognitive flexibility theory,comprehensive questionnaire survey method,interview method,literature research status of chemistry concept teaching method,based on modern teaching theory and the "ordinary high school chemistry curriculum standard(Experiment)" put forward the concept of high school chemistry cognitive flexibility theory based teaching strategy.This paper aims to provide a reference for teachers to break through the difficulties of chemistry concepts.The full text is divided into five parts:the first part:the proposition.The research purpose and significance,research thinking studies method,research overview of the current situation.The second part:related principles and research review.Overview of cognitive flexibility theory,random access instruction,hypertext learning environment and cognitive flexibility hypertext.The definition,characteristics,classification and status analysis of high school chemistry concepts are summarized.The third part:present situation investigation and analysis.This paper analyzes the present situation of Chemistry Concept Teaching in senior high school by using the method of questionnaire survey.Using interviews to investigate teachers' opinions and suggestions on the current situation of chemistry concept teaching.It is concluded that the cognitive flexibility theory is necessary to guide the chemistry concept teaching in senior high school.The fourth part:Based on the theory of cognitive flexibility,design the teaching strategies in accordance with the cognitive state of students.In the textbook as an example,the "colloidal" and"amount of substance" of multiple elements,and design suitable for high school chemistry teaching,can restore the chemical concepts and make it a concept vector concept of case.The fifth part:conclusion and reflection.Summarize the research conclusion,reflect and evaluate,and discuss the next research direction.