Teaching Research Based On The Development Of Students' Cognitive Ability Of Organic Compounds

With the promulgation of the "Ordinary High School Chemistry Curriculum Standards(2017 Edition)",the core literacy and subject competence of the chemistry discipline has become a research hotspot.The new curriculum standard advocates the development of teaching to promote the development of student abilities and literacy.The core of the core literacy of the chemistry discipline is the discipline Competence,the essence of the development of disciplinary competence is the disciplinary cognition method.Students have their tendency of thinking mode and cognition angle when solving problems.Cognitive ability is the ability to recognize objective things and behavior level,which directly affects the development of students' cognition style.Organic chemistry is an important branch of chemistry.Structure is the essential reason for the difference in the nature of organic matter.However,the textbook of the People's Education Edition focuses on the logical order of knowledge,and there is very little explanation of structural knowledge.The textbook of the Luke Edition focuses on the cognitive development sequence and knowledge of students The lack of logical order is not conducive to the development of students' cognitive ability.In order to break through this bottleneck problem,based on the above research background,the author took the teaching content of oxygenated derivatives of hydrocarbons in the human education version as a carrier,and borrowed the relevant structural knowledge in the Luke textbook to carry out the development of students' awareness of organic compounds.The research aims to provide teaching reference for chemistry teaching reform and frontline teachers.This research analyzes the domestic and international research trends on the understanding and development of organic compounds,and defines the concepts of organic compound knowledge and organic compound knowledge development,combined with the constitutional ability of organic matter properties proposed by Professor Wang Lei.Based on learning theory and SOLO classification evaluation theory.By analyzing the content of the oxygen literate derivatives of hydrocarbons in the textbooks of the People's Education Edition and the LukeEdition,the differences between the two versions of the textbooks in promoting students' cognitive development are compared,and then the organics are constructed using typical representatives as carriers.Compound molecular structure analysis model,and put forward the teaching principles of developing students' organic compound recognition ability: student's subjectivity,the enlightenment of the situation,the effectiveness of the scaffold,the diversity of activities,the drive of the problem,in the course standard,textbook 1.Establish teaching objectives on the basis of academic situation analysis to create situations and stimulate understanding;structural analysis,preliminary understanding;activity exploration,demonstration of knowledge;strange materials,strengthen knowledge;thinking exchange,explicit knowledge as teaching ideas,construct corresponding Teaching strategies:(1)Cooperate to build molecular models to visualize the spatial structure of molecules;(2)Mining structural nature associations and establish microscopic essence understanding;(3)Organize various communication activities to refine the cognitive ability dimension;(4)Evaluate students' thinking performance,Diagnosis and recognition ability level;(5)Create an organic application situation and understand the social value of the subject.In order to test the effectiveness and feasibility of the teaching principles and strategies proposed by this research institute,the author took the ordinary classes of senior high school(6)and senior high school(8)in a middle school in Guilin as research objects,and launched a semester-based promotion of students The teaching practice research of the cognitive ability of organic compounds,first through the structural knowledge in the organic chemistry foundation of Luke version through the teaching of organic representatives(alkanes,alkenes,benzene,benzene homologues,halogenated hydrocarbons,alcohols)Model of molecular structure analysis,and then apply the model to teaching in the teaching of oxygenated derivatives of hydrocarbons such as phenol and aldehyde to promote the research,combined with the composition of organic properties and capabilities and the classification evaluation theory of SOLO,an evaluation framework of organic compounds' cognitive ability was constructed.In the study,the paper-and-pencil test method and the interview method were used to analyze the effect of teaching practice,focusing on the analysis of the developmental changes of students in various cognitive domain dimensions of cognitive ability and academic performance.After research,the following conclusions are drawn: After analysis,it is found that the use of the organic molecular structure analysis model proposed in this study,combined with relevant principles and strategies for teaching design and practice,has a positive role in promoting the development of students' organic compound recognition ability: Students' understanding of organic compounds has developed in the reaction domain and structural domain.The students' performance has been improved to a certain extent,which has deepened the students' understanding of organic chemistry-related problems in life.Due to the limitations of research time,research objects,and the researcher's own ability and level,there are still many deficiencies in this research.It is necessary to further test and improve the relevant models,teaching principles,strategies,etc.in teaching practice.