Empirical Study On Developing Students' Model Cognitive Ability In Senior One Chemistry Teaching

"Evidence Reasoning and Model Cognition" is officially acknowledged as one of the five major core qualities of Chemistry in "General Senior High School Chemistry Curriculum Standards"(2017 edition).Model Cognition requires students to understand the relationship between models and chemical phenomena,to illustrate and interpret chemical phenomena with various models,and to predict the possible results of substances and their variations.The "model cognitive ability" refers to the capability to use models to describe the objects of chemical research,explain the relevant chemical phenomena and laws as well as predict the possible results.Effectively understand chemical knowledge and the ability to interpret chemical phenomena and facts through the construction and application of chemical models.In the process of Chemistry Teaching in senior high school,cultivating students' model cognitive ability is conducive to improving their ability to discover,analyze and solve problems.At the same time,it is also of great significance to teachers' teaching and students' learning,which is believed to be an effective way to improve the effect of chemistry teaching.This paper conducts an empirical study on how to cultivate students' cognitive ability in high school chemistry teaching.Firstly,the paper mainly defines the concepts of model,model cognition,and model cognitive ability.Besides,the content and testing dimension of model cognitive ability in the general senior high school chemistry curriculum standard of 2017 are analyzed and sorted out.Four dimensions of model cognitive ability are determined,namely,simple cognitive model,understanding and application model,analysis model and construction model.On this basis,combined with the new curriculum standard of high school chemistry on the core literacy of chemistry,Three teaching cases were designed by selecting representative teaching content themes.and corresponding questionnaires were designed to test the performance of four different dimensions of senior high school students.Finally,the author chooses two key classes in the first grade of senior high school as the Research objects,namely the control class and the experimental class,to carry out the teaching practice of cultivating model cognitive ability.The results show that:(1)The cognitive ability of the students in the experimental class is higher than that of the control class,and there is a significant difference between them;(2)The ability of the students to use the model and construct the model in the experimental class is higher than that of the control class,which exhibits distinct differences;(3)Students in the experimental class have the awareness of using the model method to solve problems,but lack the ability to analyze models and construct models;(4)There is no obvious difference in gender in the model cognitive ability of students.