An Empirical Study On Cultivating Students' Model Cognitive Ability In High School Chemistry Teaching

Model cognition is an important part of the core literacy of high school chemistry and a scientific way of cognition.This method is an effective way for teachers to implement the core literacy of the subject,an important method for cultivating students' key abilities,and an important means for students to master the basic theories of chemistry and analyze and solve practical problems.Therefore,it seems very meaningful to study how to cultivate students' cognitive ability of model.This thesis adopts empirical research to verify the effectiveness of the proposed teaching strategy in cultivating students' cognitive ability of the model.Through the literature method,combing the domestic and foreign literature,understand the research status of cultivating the cognitive ability of the student model;through the questionnaire method,understand the development of the cognitive ability of the high school freshman model.According to the constructivist learning theory,the taxonomy of educational objectives,and the theory of model cognitive literacy in the new curriculum standard,the construction of the "model cognitive" ability level is divided into four levels from low to high: cognitive model,understanding model,and application model,Construction model.At the same time,it proposes teaching strategies for cultivating students' model cognitive ability,namely analogy transfer,preliminary understanding of models,multi-angle analysis,understanding and correcting models,creating application scenarios,using models,drawing conceptual diagrams,constructing models,integrating teaching resources,and enriching model materials.Use this teaching strategy for teaching design and teaching practice.After the implementation of the teaching,select the knowledge of the content of the "Quantity of Substances","Classification of Substances" and "Sodium Oxides" to compile the post-test papers,and use specific knowledge as the carrier to measure the cognitive level of students in different models.Then collect the level measurement data of the students in the control class and the experimental class,and analyze the data through SPSS 26 to get the analysis results.In order to make the research more convincing,we also conducted interviews with the students in the experimental class to understand their real thoughts on model teaching.Research results obtained in this study:1.The teaching strategy of cultivating the cognitive ability of the student's model can effectively increase the student's interest in learning and change the student's learning style.2.The analysis of the results of the before and after tests of the control class and the experimental class shows that the teaching strategy for cultivating the cognitive ability of the student model has a certain positive effect on the development of the cognitive ability of the student model,and there are significant changes,but further research and verification are needed..3.The teaching strategy of cultivating the cognitive ability of students' model is helpful for students to understand concepts,establish knowledge and thinking framework,etc.,and has a positive effect on improving students' performance.4.Through a questionnaire on the development of the cognitive ability of the high school freshman model,it is found that the cognitive ability of the high school student model has developed to a certain extent,but the level needs to be improved.5.Teachers can also improve their professional qualities by exploring the cognitive abilities of students' models.In order to design teaching content,teachers need to deeply understand the relevant requirements of the new curriculum standards,find scientific theories as support,and then apply them to teaching practice and continue to modify them.This is a process of teaching and learning.