Cognitive Study On The "Leaping" Differentiation Point Of The High School Chemistry Concept

There are many differentiated points in learning high school chemistry concepts,some of which mainly have an impact on students' achievements only in the related chapters while the three concepts of substance quantity,ion reaction and redox reaction are throughout the high school chemistry learning,whose impact on students' achievements span chapters and even modules.As a result,these differentiated conceptual points are called “leap-forward”differentiation points for their impacts being so significant to students and consequently the study on “leap-forward” differentiation points' formation reasons and teaching strategies would be practical significance.Based on cognitive psychology,this study has compiled a scale for judging the “leaping”differentiation point of teachers by defining several characteristic dimensions of “leap-forward”differentiation points and edited a teacher investigation to find the existing differentiation points in chemistry learning during the senior one section,then the investigation results were used to understand the existence of differentiation points objectively among the students by interviews with students.On the basis of the above study,a set of papers for diagnosing the differentiation of students in learning these concepts was prepared according to the amount of substances,ion reaction and redox reaction and the memory factors and verbal descriptions of students at three different levels in learning these important concepts were deeply understood to make sure the differences in the analysis of the inference.The data analysis shows that when students of different academic levels learn the same chemical concept,there are obvious differences in the three characteristics of memory characteristics,speech description,analysis and inference.And the memory characteristics,speech description,analysis of the difference between the inference and the number of concepts,the content of the difficulty is positively correlated,and thus the students' performance is divided.Through the cognitive research of the “leaping” differentiation point of the high school chemistry concept,the teaching suggestions for overcoming the learning differentiation are proposed.