Evaluation Of Cognitive Strategies Of Chemistry Factual Knowledge In High School Students Based On Problem Form

At present,the educational circles attach great importance to the transformation of students from' learning' to' learning',and cognitive strategies play an extremely important role in this transformation as a kind of skill for learners to guide their own learning and thinking in the internal organization.The position of factual knowledge in chemistry is not only the basis but also the focus of study.Whether or not to learn the knowledge of chemical facts is the key to improve students' achievement.Combining cognitive strategies with high school chemistry factual knowledge,this paper investigates the current use of cognitive strategies and their own characteristics when high school students learn chemical factual knowledge,and puts forward some practical measures to cultivate high school students The suggestion of knowledge cognition strategy provides corresponding reference to chemistry teachers,which is of practical significance to change the current situation of students' passive acceptance of knowledge and improve their learning efficiency.On the basis of studying the cognitive strategies and problem forms of chemical factual knowledge,this study conducted a sample survey of the students in the first year and second year of senior high school affiliated to Harbin Normal University,and analyzed the results:1.from the overall point of view,the cognitive strategy level of high school students' chemical factual knowledge belongs to the middle level,and there is a great room for improvement,which requires teachers to carry out systematic training.2.the level of three basic cognitive strategies used by high school students in learning chemical factual knowledge is different: the use of fine processing strategies is the best,and the use of retelling strategies is the worst.Students in key schools need to pay attention to the basic simple knowledge.3.with the increase of grade,the use level of students' chemical factual cognitive strategies is also improving.Cognitive strategies for chemical factual knowledge are different 4.gender differences.High school girls The overall level of chemical factual knowledge strategyis higher than that of boys,and boys are slightly higher than girls in finishing strategy and organizational strategy.5.students with good chemistry academic performance in the class generally have a higher level of cognitive strategies for chemical factual knowledge.According to the survey results,the following suggestions are put forward:strengthening teachers' awareness of cultivating students' cognitive strategies;cultivating students' learning motivation;increasing the importance of metacognitive strategies;helping students to strengthen their learning transfer ability;fifthly,teaching students' learning differences;combining with chemistry experiments.