Research On The Teaching Strategy And Application Of Chemistry In Senior High School Based On Model Cognition

As an important part of chemistry core accomplishment,model cognition is an important curriculum goal of high school chemistry and an important index of academic quality evaluation.Based on constructivism,meaningful learning theory and schema theory,this paper defines the concepts of model,model cognition and model construction.Based on the understanding of model types,functions and presentation forms,this paper analyzes the development requirements of model cognitive literacy in the chemistry curriculum standard of general senior high school(2017 Edition)and the chemistry(Compulsory)(2019 Edition)of Luke senior high school,and the presentation methods and characteristics of models in textbooks.Based on this,this paper constructs the chemistry teaching strategies of senior high school to promote the development of model cognitive literacy from the three dimensions of teaching objectives,teaching process and teaching evaluation.Specifically,it includes: showing model cognition to chemistry teaching objectives;selecting model materials paying attention to both science and life;paying attention to the role of evidence reasoning in model construction and revision;evaluating model rationality from multiple perspectives;paying attention to the sustainability and advancement of model cognition development;presenting a comprehensive and three-dimensional scientific model in explicit language and based on "teaching,learning and evaluation" The teaching effect of the integrated concept comprehensive evaluation model.Starting from two common types of knowledge in senior high school chemistry,namely "knowledge of elements and compounds" and "theoretical knowledge of Chemistry",three subjects,namely "diversity of iron","transformation of sulfur" and "periodic law of elements",are selected.The above teaching strategies based on model cognition are applied to the teaching design of specific subjects,forming a systematic teaching design scheme.In order to understand the application level of teaching strategies in teaching design,a "model-based cognitive evaluation table of high school chemistry teaching design effect" was designed.Based on the evaluation table,experienced middle school teachers and experts evaluated the teaching design level of three topics,namely "diversity of iron","transformation of sulfur" and "periodic law of elements".The results show that the teaching design pays attention to the construction and application of the model,can effectively mobilize the enthusiasm of students' learning,while acquiring knowledge,is conducive to promoting the development of students' model cognitive literacy,and achieves the teaching goal well.