Study On The Construction And Application Of Teaching Logic Of Chemical Declarative Knowledge

The declarative knowledge of chemistry accounts for a large proportion of middle school chemistry contents.At the same time,it is also the basis for students to learn the procedural knowledge and strategic knowledge of chemistry.Teaching of declarative knowledge of chemistry in minority areas is based only on the teacher's existing experience in the analysis of academic conditions,without considering the students 'existing subject knowledge or life experience.In the teaching of new knowledge,it only directly presents the content of the textbook,without considering the disciplinary logic of knowledge;most of the teaching strategies use lecture-style teaching,and modern teaching tools and laboratories are just furnishings.There is no logic in the teaching of declarative knowledge of chemistry,which leads to the isolation of the students' knowledge.It is difficult for students to establish relevant links between knowledge points,and students forget quickly.Students' mastery of declarative knowledge of chemistry only stays at the short-term and superficial level of memory.There is no scientific chemistry learning method.They cannot understand and process the knowledge in a deep level.They cannot transfer and apply the knowledge they have learned.And their ability to solve actual chemical problems is poor.With the teaching going on,the student's learning burden becomes heavier and heavier.They study very hard but the effect is not good.Furthermore,the learning interest will gradually declines and the learning of chemical procedural knowledge and strategic knowledge will be also affected,thus forming a vicious circle.Therefore,how to promote the teaching of declarative knowledge of chemistry among students in minority areas is very important.This research cuts in from the perspective of broad knowledge classification,constructs teaching based on the teaching logic of declarative knowledge of chemistry,bases on the students' original cognitive structure,and on the basis of fully understanding the learning materials,deeply digs into the inside of new knowledge and the connection between new and old knowledge.Guide students to use higher-order thinking to process knowledge gradually and systematically,to promote the realization of meaningful learning for students,and to form a logical and clear knowledge network system.Through the construction of teaching logic,it is necessary to ensure the integrity of declarative knowledge,but also include the internal connection between declarative knowledge,so that students form a stable and flexible systematic cognitive structure and improve students' ability to solve problems.At the same time,it also provides a reference for the teaching of chemistry teachers in minority areas.First of all,in the teaching preparation stage,the paper clarifies the teaching ideas of chemistry declarative knowledge for teachers and instructs the formation of the classroom teaching framework to a certain extent.Secondly,in the teaching process,the paper reminds teachers to follow the teaching logic of chemistry declarative knowledge in the classroom for teaching activities,avoiding the situation of classroom teaching logic confusion.Finally,chemistry teachers can refer to the teaching logic constructed by the research for after-class reflection,so as to further enhance professional qualities.The content of this study is as follows:Firstly: Ask questions.Using CNKI,Wanfang,Weipu,Web of Science and other Chinese and foreign language databases to search,the paper collects the relevant journal literatures and combines the related books of library,conducts the screening research on the collected datas and contents and analyzes the current status and deficiencies.Through the interviews with 30 key chemistry teachers in minority areas on the topic of "the teaching status of middle school chemistry declarative knowledge",the research try to understand the problem of teaching chemistry declarative knowledge in minority areas from the practical level.Combining theory and practice,the paper determines the research contents and formulates the research programs.Secondly: Literature review.This paper sorts out the connotation,learning stages,representation methods and teaching strategies of declarative knowledge of chemistry,clarifies the connotation,elements and research methods of teaching logic,understands the current status of science education in minority areas,and analyzes from cognitive theory,constructivist theory,advance organizers and etc,which provides theoretical support for the construction of teaching logic of declarative knowledge of chemistry;Thirdly: Based on the literature review,the paper try to theoretically construct the teaching logic of declarative knowledge of chemistry in minority areas.First of all,the research determines the teaching logic of declarative knowledge of chemistry: disciplinary logic,cognitive logic and teaching logic.Next,the research theoretically constructs the teaching logic of declarative knowledge of chemistry.(1)Disciplinary logic: The study divided chemical declarative knowledge into chemical factual knowledge,chemical conceptual knowledge and chemical principled knowledge.The disciplinary logic of chemical declarative knowledge was constructed based on different categories.(2)Cognitive logic: A series of processes such as attracting attention,the conversion of short-term memory and long-term memory and consolidating migration that students have experienced while studying declarative knowledge of chemistry have some common principles.These common principles combined with the internal conditions for students to learn declarative knowledge of chemistry is the general cognitive logic of declarative knowledge of chemistry.At the same time,students in minority areas have their own unique learning preferences and styles in the learning process.The study analyzes the special cognitive laws formed by students in minority areas due to learning styles.(3)Teaching logic: The logic includes the teaching steps of macroscopic declarative knowledge as well as the ideas and clues of the specific organization of the teaching contents and the sequence of teaching activities.The former is based on the learning stage,cognitive process and external teaching conditions of chemical declarative knowledge.The latter is targeted at specific teaching contents and students.Fourthly: Practice construction of teaching logic of chemistry declarative knowledge.The concrete teaching logic has diversity and flexibility,and it is targeted at the specific content and students.Therefore,the study selects the People's Education Edition of "sulfuric acid,Nitric acid and Ammonia" and takes students from a certain minority area in Yunnan as teaching objects.The quasi-experimental research is carried out in two classes with no significant difference in grades by applying the instructional design and conventional instructional design of the teaching logic of chemistry declarative knowledge constructed.After the teaching practice,the research analyzes the differences of students' knowledge mastery in different teaching with paper-and-pencil test,understands the impact of different teaching on students' cognitive structure and teachers' views and suggestions on logical teaching through interviews to prove the feasibility and effectiveness of teaching based on the teaching logic of chemical declarative knowledge in middle school chemistry declarative knowledge teaching.Through the statistics and analysis of the data,this study draws the following conclusions:(1)The logical teaching constructed by the research is conducive to the knowledge of students in minority areas,and the outstanding rate has increased significantly;(2)The logical teaching constructed by the research is conducive to the development of the cognitive structure of students in minority areas.It can optimize the cognitive sequence of students 'declarative knowledge of chemistry,help students master the contents of declarative knowledge of chemistry,promote the breadth,richness,and information retrieval rate of the knowledge structure of students.It helps students to use information processing strategies such as description,comparison and situational reasoning.(3)Teachers in minority areas believe that logical teaching of declarative knowledge of chemistry is highly feasible.At the same time,implementing logical teaching will greatly promote students' learning process and learning results.Finally,this paper summarizes the research and puts forward relevant constructive suggestions based on the problems found in the research process,in order to provide references and guidances for the teaching of declarative knowledge in minority areas.