Research On Primary Battery(Compulsory) Teaching Strategy Based On "Model Cognition"

As one of the key elements of chemical core literacy,"model cognition" is indispensable.This paper is devoted to the research of primary battery teaching strategies based on "model cognition".Through theoretical analysis and empirical research,it is hoped that "model cognition" can play a full role in primary battery teaching,show the effectiveness of teaching,and provide useful value for teaching practice.At the same time,in the primary battery teaching,students’ "model cognition" literacy is trained,which lays a solid foundation for the cultivation of high school students’ core literacy of chemistry.Firstly,the research background,significance,purpose and content of this topic are elaborated in this paper,and the primary battery Teaching Strategy Research Based on "model cognition" is completed through literature method,interview method,investigation method and case study method.Secondly,through a large number of literature review,aiming at the research of cultivating the core chemical literacy of "model cognition" and the teaching strategy of primary batteries,the research status at home and abroad is elaborated,and the model cognition and primary batteries are explained in detail,which provides a theoretical basis for the study.Thirdly,through investigating and analyzing the current situation of "model cognition" teaching in senior one chemistry,this can provide reliable data for the research strategy and make the research closer to teaching practice.Finally,through the construction of "model cognition" and the cognitive model of primary battery,find out the effective teaching strategies in primary battery based on "model cognition".Taking two classes of the same level as the experimental objects,compare the test results of the sample classes after the implementation of different teaching strategies,and find that the primary battery teaching strategies based on "model cognition" are used.The test resultsof the class are better than those of the unused class,which shows that the strategy promotes students’ understanding of the concept of primary battery,the student learns to solve some chemical problems through models,then gradually grasps the concept of primary battery,and cultivates students’ "model cognition" literacy.