Research On The Cognitive Function And Teaching Strategies Of Tables In Chemistry Textbooks

From the perspective of students and teachers,based on the contents of chemical core literacy,students' cognitive structures are analyzed and the cognitive functions of the tables in textbooks are explored.The status of teachers' and students' use of table learning in cgemistry textbooks is investigated by questionnaire survey and interview method,which purpose is to the feasibility suggestions on table layout in textbooks are put forward,and effective teaching strategies for high school chemistry teachers to use form teaching are provided,to improve,teachers' teaching quality,students' learning quality and optimize teaching efficiency.The tables in the current high school chemistry textbooks for the three editions of the People's Education Press,the Jiangsu Education Press,and the Rujiao Edition are summarize,and the tables according to the function of the tables are classified.They are the experimental record-type forms,the summary-type forms,problem-solving forms and data card-type forms.According to the table classification and the connotation of chemical core quality,the concept of tables and its cognitive function in the four types are of textbooks are clearly defined.In order to use the form for better teachen activities,taking the PEP textbook(Compulsory 1)as an example,key high school students in Harbin,Heilongjiang province are selected to completed,random questionnaire for investigation and research,in the meatime interviews is used for the lack of questionnaires.Through investigation and analysis,the data of tables the in the textbooks used by teachers and students in the actual teaching process.Based on the type and the cognitive function of the various tables in the textbook and the conclusion of the investigation,suggestions on the compilation of tables in the textbooks are proposed.And the teaching strategies of using tables are formulated,which provide advice for teachers.The cognition function of table in actual teaching owns the multifaceted meaning of improving the students' cognition function,improving the learning interest in chemistry and optimization of teaching effect.