An Exploratory Study On The Cognitive Structure Of Primary Batteries In Middle School Students

Cognitive structure developed from psychology and gradually entered the field of education.The primary battery is a very important part of high school chemistry.However,galvanic battery has always been a difficult point in high school chemistry learning,and students often show various errors and difficulties in understanding the concept of galvanic battery.Exploring the cognitive structure of students can clarify the missing points and types of the students' understanding of the concept of galvanic batteries,and discover students' heterogeneous thinking about the concept of galvanic batteries.This will help to further adopt targeted teaching strategies for effective teaching,optimize the cognitive structure of students' primary batteries,and promote students' understanding of the concept of primary batteries.This research first uses the literature research method to analyze the current domestic and foreign research on galvanic batteries and cognitive structure,and then sorts out the knowledge content of the "galvanic batteries" in the high school chemistry curriculum standards and textbooks,and then draws out the galvanic batteries.Science concept illustration.Through the compilation of "Middle School Students' Cognitive Structure of Primary Battery Test Questions",the level of understanding of the concepts related to primary batteries of secondary school students is divided,the cognitive structure of primary batteries of students is drawn,and the cognitive structure of primary batteries of students of different grades and levels is analyzed.Features.The research results show that:(1)The cognitive structure of the primary battery owned by students of different grades is different.The cognitive structure of the third grade is more complete than that of the second grade,and the understanding of the concept of the primary battery is also deeper.(2)Students with different conceptual understanding levels have obvious differences in the cognitive structure of galvanic batteries,which mainly exist in conservation thinking,ionic conductors,analysis of the internal and external circuits of galvanic batteries,and electrodes.(3)The composition,type and application error rate of the primary battery is relatively low,and the students have a relatively complete grasp of the macro description of the primary battery.(4)The analysis of the internal and external circuits of the primary battery has a high error rate,and the students' understanding of ionic conductors and electronic conductors is not perfect.According to the investigation results,to further optimize the cognitive structure of the galvanic battery and promote the understanding of the galvanic battery concept,there are teaching suggestions in the following aspects:(1)Systematically sort out the concept of galvanic battery and help students improve the main points of the concept of galvanic battery;Comprehensive application of a variety of galvanic battery models,multi-angle establishment of the internal correlation between the conceptual points of the galvanic battery;(3)Pay attention to the heterogeneous thinking related to the galvanic battery,and use effective strategies to promote conceptual transformation.