A Practical Study On The Cultivation Of Chemical Model Cognitive Ability In High School Students

With the development of educational research,model teaching and model cognition ability are gradually attracting the attention of domestic educators.The Standard of General High School Chemistry Curriculum(2017 Edition)are promulgated in China,which includes "Evidence Reasoning and Model Cognition","Macro Identification and Microscopic Analysis","Change Concept and Balanced Thought","Scientific Inquiry and Innovation Awareness" and "Science Attitude and Social Responsibility",they are regarded as the five core literacy of the chemistry subject that the new era students should have.Among them,model cognitive literacy is the core position of thinking placed in the core literacy of the chemistry discipline.Model cognition is a discipline thought and scientific method formed in the process of chemistry learning,which plays an important role in cultivating students' scientific thinking and modeling ability.Model teaching is an important method in chemistry teaching and it has an irreplaceable role in cultivating students' scientific thinking and modeling ability.But at present,the application of model teaching in teaching is not enough,and further research is needed as well.In this paper,model teaching theory and model construction practice are combined to cultivate students' model cognitive ability and interest in chemistry learning,which can also provide a reference for teachers' model teaching.First,we sort out the relevant literature on model teaching and model construction,and establish the meaningful learning theory,constructivism theory,and intuitive teaching theory as the theoretical basis.Then,a questionnaire survey was designed to investigate the status of model cognition of 410 students in the second grades of the 25 th Middle School,Tianjiabing Experimental Middle School,and Qixian High School in Kaifeng,Henan Province;From the perspective of "model cognition",sort out the content of "electrolysis cell" and "dissolution balance of insoluble electrolyte" in the curriculum standards,and divide the model cognition ability into cognition model,understanding model,application model and construction model four levels of model cognition ability to obtain the evaluation standard.Finally,two classes of Tianjiabing Experimental Middle School in Kaifeng City were selected for a one-semester practice.The Class 6 Grade 2 was the model teaching class,and the Class 7 Grade 2 was the regular teaching class.The students' questionnaire results,post-test results and model cognitive ability evaluation were processed and analyzed.The results are as follows:(1)The survey results show that more than 72% of the students like chemistry,and more than 87% of the students said that the description of the model in the classroom and textbooks is helpful for learning;at the same time,the investigation revealed that the students had inaccurate knowledge of the chemical model concept and the presentation form of the model.The rate of using and transferring the model is less than 50%,and only 65% of the students are willing to participate in the model building activity,indicating that the model cognitive literacy of the students is lacking,and the educators do not pay enough attention to this phenomenon.(2)The evaluation results of the two classes show that in the post-test results,the average score of the experimental class is higher than that of the primary class,and the number of students with more than 60 points is greater,and the teaching effect is better.In the model cognitive ability,the total score of the experimental class is higher than that of the primary class,although there is no significant difference,but the horizontal comparison finds that the ability of the students in the experimental class at level 1,level 2,level 3 and level 4 is stronger than the primary class;A longitudinal comparison found that the difference between the scores of the two classmates in the evaluation of "Electrolysis Cell" is higher than that of "the dissolution balance of insoluble electrolytes",which indicates that as time goes on,modeling teaching is more and more significant in improving the model cognitive ability of students'.In addition,classroom observation found that the class participation and enthusiasm of the experimental class students are higher.