Research On Cognitive Ability Of High School Students With Chemical Model

Model cognitive ability is an important indicator of the core literacy of chemistry and the basis of thinking in chemistry.Improving the cognitive ability of senior high school students' chemical model is of great significance for cultivating students' core chemical literacy,improving the efficiency of chemical learning and improving the quality of chemical teaching.Based on the perspective of chemical core literacy,this study draws lessons from the research results of "two factors" theory,constructivism theory and schema theory,draws lessons from the definition of models and elements of models at home and abroad,carries out ontological analysis of model cognitive ability,and finally constructs the system of model cognitive ability.Design evaluation indexes,develop evaluation tools of Rasch theory,test and analyze the performance of model cognitive ability.According to the status quo of model cognitive ability,put forward specific teaching strategies for improving model cognitive ability,and develop teaching research cases to promote model cognitive ability for front-line teachers to learn from.Part ?: Basic research.Through the new curriculum standards,textbooks and domestic and foreign contributions,the model is divided into general model and specific model.The general chemical model is a simplified reflection and description of isolated chemical research objects.Chemistry-specific models are complex psychological representations and thinking processes of chemical subject content systems.On this basis,the index system of model cognitive ability is constructed to develop from low level to high level,which is followed by cognitive model,understanding model,application model and transfer model.Part ?: Practical research.Select students to conduct sample survey,use Rasch measurement model and corresponding software to quantify the data.The data show that the developed testing tool is credible and effective,and the testing tool has one dimension and good overall quality.After discussing the results of general sample test,general model cognitive ability test and specific model cognitive ability test,the following conclusions are drawn: the overall level of senior high school students' chemical model cognitive ability is low,the general model ability of chemistry is medium to low,and the cognitive ability of chemical specific model is only one low level.Part ?: Strategic research.Based on the analysis of the results and causes of model cognitive ability,this paper puts forward some teaching strategies to promote the development of model cognitive ability of senior high school students.Teaching strategies to promote the development of students' cognitive ability of general model: 1.Clear explicit cognitive thinking in teaching,so that students can establish a systematic and complete cognitive thinking.2.Guiding students to apply the model to specific teaching tasks so that their cognitive level develops from cognition to migration,the situation of tasks develops from familiarity to strangeness,and the type of tasks develops from recognition to migration.Teaching strategies to promote the development of students' cognitive ability of specific models: 1.Guiding students to identify the key elements in the construction of models.2.Guiding students to find the relationship between elements and the model of law construction.3.Apply the constructed model to task solving.4.Reflect and improve the model in the process of task solving.