Investigation And Research On The Cognitive Ability Of The "Atomic Structure" Model Of High School Students

Model cognition,as an important part of the core literacy of chemistry disciplines,is a capability that students should gradually possess and develop through chemistry learning,and it is also a research hotspot in the field of chemistry education.However,due to the lack of investigation of students 'model cognition,teaching design and teaching strategies aimed at improving students' model cognition are often in the form,and no concrete effect can be seen.In the middle school chemistry stage,the "atomic structure model" is one of the most important models,which has been running through chemistry learning since the middle school.Through the analysis of the history of atomic structure development,chemistry curriculum standards,and chemistry textbooks,it was found that the knowledge of atomic structure was interspersed throughout the middle school chemistry stage,and the difficulty spiraled upward.Based on this,we believe that the cognitive ability of the "atomic structure" model of middle school students is mainly divided into four levels: junior high school level(knowledge of atomic structure related knowledge at the junior high school stage),senior grade level(knowledge of atomic structure related knowledge after completion of the compulsory stage),high school sophomore level(After completing the elective "Material Structure and Properties"),Senior year level(the level reached by the college entrance examination after the general review).Based on a review of the research achievements in "model cognition ability" and "atomic structure",combined with the relevant content requirements of the 2017 edition of the "General Senior Middle School Chemistry Curriculum Standard",this study identified four stages of students' "atomic structure" According to the performance requirements of different levels,a scale for measuring the cognitive ability of middle school students' "atomic structure" model was developed.The Rasch model was used to analyze the initial test data of the "Atomic Structure" model cognitive ability scale.After correcting the items with problems,this scale was used to apply to 320 senior high school students of 4 Shandong provincial standardized schools.A survey was conducted with 294 high school students,and a formal scale was obtained for a wide range of survey applications.The analysis of the test results shows that knowledge learning can promote the development of students' "atomic structure" model cognitive ability,and school differences have an impact on students' "atomic structure" model cognitive ability.The innovation of this research is: the level of cognitive ability of the "atomic structure" model of middle school students is divided,and the level of division is used to develop the cognitive ability of the "atomic structure" model based on the Rasch model,which can be widely used in the survey Proficiency scale,and make targeted suggestions to teachers' teaching based on the test results.