Research On Teaching Design That Promotes High School Students' Cognition Of Chemical Models

Model cognition is an important core literacy,and is a thinking process that reflects the essential attribute of things and the relationship between the key elements.This thinking process can help students to explain chemical phenomena,reveal the nature and laws behind the phenomena,and provide a paradigm for solving similar problems.Therefore,it is of great significance to study and promote the development of the model cognitive ability of students.Through empirical research,this paper explores whether instructional design model constructed in this paper can develop the model cognition ability of students.By using the literature method,the literature at home and abroad was combed,the research status formed by promoting the model cognitive ability of students was understood,and using the questionnaire survey method,the development level of the model cognitive ability of Senior One Students was understood.According to the theory of Bloom's Taxonomy of Educational Objectives and the four levels of model cognitive ability,an instructional design model is developed to promote the model cognitive ability of students.This model takes six cognitive process dimensions of knowing model,understanding model,application model,analysis model,evaluation model and construction model as teaching links.Use this teaching design model to carry out instructional design and implement instruction.After the implementation of the instruction,the post test paper was compiled,which was about the structure of atoms,chlor alkali industry,covalent bond and energy change in chemical changes.With the knowledge of these sections as the carrier,the purpose of this paper is to assess and measure the cognitive level of different models of students.Then collect the measurement data of the cognitive development level of students in the experimental class and the reference class,and analyze the data through SPSS21 to get the analysis results.At the same time,in order to make the experimental conclusions more credible,interviews are conducted to the students.Three students were randomly selected in the experimental class and the reference class to understand the influence of the instructional design model on the development level of the cognitive ability of students.The conclusions are as follows: First of all,the instructional design that promotes the development of student model cognition is effective to develop the model cognition ability of student.In order to promote the development of model cognitive ability of students,the six cognitive process dimensions in Bloom's Taxonomy of Educational Objectives are taken as teaching links for instructional design and implement the designed instructional design scheme.The results show that the level of model cognitive ability of the experimental class is significantly higher than that of the reference class.Therefore,the instructional design based on the four levels of model cognition and six dimensions of Bloom's Taxonomy of Educational Objectives process is effective.Secondly,the relationship between the specific connotation of the four levels of model cognitive ability and the teaching content is clarified.By analyzing the specific requirements of the four levels of cognitive ability of the model,it is related to the cognitive target classification theory.Making the instructional design to the atomic structure,chlor alkali industry,covalent bond and energy change in chemical change.According to the characteristics of each class,and the different cognitive processes are used to promote the development of model cognitive ability of students.At the same time,it is clear different cognitive processes are used to promote the development of student model cognition at different levels.Thirdly,through the questionnaire survey of students,it was found that the cognitive ability of the model of Senior One Students has developed to some extent,but the level of development is not high.It shows that improving the model cognitive ability of students is still an important task in our teaching process.Finally,the development of model cognitive ability of students can also promote the improvement of teachers' professional quality.In order to promote the development of students' model cognitive ability,teachers must thoroughly understand the concrete connotations of the four levels of model cognition when teaching design for the content to be learned.Through this process,teachers also improve their professional quality.