Research On The Cognitive Impairment Of "Amount Of Substance" In Senior High School Students

Cognitive impairment refers to students with normal intelligence.In the normal learning process,the process of knowledge construction and application is hindered,or problems in the mind of students that do not conform to the laws of cognition."Amount of substance" is an important basic concept in high school chemistry and a tool for calculation in the chemistry learning process.However,because "amount of substance" is far from real life,it is abstract and lacks experimental basis.There will be cognitive impairment for the students who just enter the senior high school,and the learning effect of students will affect the self-confidence of learning chemistry and thus affect the quality of learning.Therefore,it is of practical significance to further clarify the type and degree of cognitive impairment that students have when learning the content of "amount of substance".Based on Gagne's theory of classification of learning results,combined with interviews with teachers and students,the cognition barriers of the "amount of substance" of senior high school students were divided into: speech information barriers,intellectual skill barriers,metacognition disorder.Based on this,combining the knowledge characteristics of “amount of substance” and the law of psychological development of senior high school students,a multi-segment questionnaire was used to compile the "Amount of Substance of Cognitive Impediment Exploration Questionnaire" to investigate the "amount of substance" cognitive impairment of 276 senior one students in high school in two different types of schools and reached the following conclusions:(1)On the whole,high school students have cognitive impairments when they are learning "amount of substance" and the cognitive impairments are at a moderate level.(2)Cognitive impairment is different in different dimensions: in the three first-level dimensions,metacognition has a greater degree of cognitive impairment,and speech information and intelligence skills have a lower level of cognitive impairment.In the secondary dimension,there are two levels of cognitive impairment: the two dimensions of metacognitive knowledge and metacognitive monitoring;the intermediate level of cognitive impairment: the acquisition of the "amount of substance" law;the lighter The degree of cognitive impairment is: the understanding of the keyword and name of "amount of substance" and the transformation of the three representations of macro,micro,and symbol;the ones with slight degree of cognitive impairment are the analysis of concepts and formulas.(3)The causes of cognitive impairment include the difficulty of the internal "amount of substance" knowledge itself,the lack of abstract thinking ability,the lack of good learning habits,the lack of metacognitive ability,the interference of similar external concepts or exercises,the teacher's teaching method the teacher's language expresses the reason.(4)Different factors have different impacts on students' learning of "material quantity" cognitive impairment: students of different types of schools have significant differences in speech information,intellectual skills,and metacognition;there are no significant differences in speech information and wisdom skills between students of different genders,and significant differences in metacognition.Based on the research conclusions,the following teaching suggestions are proposed:(1)Create real problem situations and strengthen the image of the "amount of substance" content.(2)Strengthen the guidance of metacognitive strategies for “amount of substance” to improve students 'metacognitive ability.(3)Multiple methods can be used to help students construct the knowledge structure of“ amount of substance ”.(4)Guide students to think independently and learn independently,and improve their ability to solve problems.