Exploration Of Chemical Cognitive Impairment In High School Students

Cognitive impairment is a kind of phenomenon that students with normal intelligence have obstacles in their academic performance and intellectual development because of the limitation of cognition level,which will have an impact on students' enthusiasm for learning.Ion reaction is an important part of the chemistry curriculum in high school It not only enables students to form a complete chemical knowledge system,but also helps students form a chemical concept and promote students' cognitive development.Due to the characteristics of knowledge and the level of students' cognition,students will have learning obstacles in the process of ion-reactive learning.Therefore,it is particularly important to explore cognitive impairment in students' ion reaction learning.On the basis of combing the relevant literature,this paper defines the cognitive impairment that students experience during the ion reaction learning process based on Gagne's Classification Theory of Learning Outcomes.The paper divided the cognitive impairment in the ion reaction learning process into the following parts: the speech information impairment,the intellectual skill impairment and cognitive tactical impairment and the Exploration Questionnaire of Cognitive Impairment in Ion Reaction was compiled based on the above parts.The questionnaire explores the cognitive impairment of 306 junior 1 students in learning ion reaction and obtains the following conclusions: Firstly,there is a moderate level of cognitive impairment in junior 1 student.Cognitive impairment is influenced by the characteristics of knowledge itself and the cognitive characteristics of students.Secondly,students with different dimensions have different cognitive barriers: the cognitive barriers of the three first-level dimensions are: cognitive tactical impairment> intellectual skill impairment> speech information impairment.Thirdly,among the cognitive barriers in the secondary dimension,there are serious cognitive impairments in the following three aspects: one-sided thinking barrier,ion reaction theoretical model acquisition barrier,and ion reaction cognitive migration barrier.The ion reaction concept keyword word representation barrier,macro-micro-symbol triple representation of transformation barrier and concept and the equations analysis barrier are not obvious.Fourthly,Students in different types of schools have significant differences in tactical impairment and intellectual skill impairment while there are no significant differences in speech information impairment.Last but not least,Students of different genders have significant differences in verbal information skills and cognitive strategies while there is no significant difference in wisdom skills.The following teaching suggestions are proposed based on the above conclusions: Firstly,the externalization thinking should be actively used to build a good knowledge structure system for students and eliminate language information barriers;Secondly,the cognitive conflicts should be used to set up problem situations.The conceptual map of ion reactions should be constructed to create innovations in ion-reaction knowledge and eliminate intellectual skills barriers;Last but not least,a variety of teaching resources should be used to strengthen reflective behavior with the timely feedback and learn to use metacognitive strategies to eliminate cognitive tactical barriers.