Research On Senior High School Chemistry Teaching Design And Practice Based On "Model Cognition"

In the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Lide Shuren" issued by the Ministry of Education in 2014,the concept of "core literacy system" was put forward for the first time.The core literacy is proposed on the basis of the three-dimensional goal,which is the development and deepening of the three-dimensional goal.Core literacy points out the direction for the development of students,and puts forward new requirements for students' abilities and character.Incorporating the core literacy into the subject is the core literacy of the subject.Model cognition is an important part of the core chemistry of chemistry.Cultivating students' model cognition ability is of great significance to cultivating students' personal abilities.This research is devoted to teaching design based on the teaching model based on the development of model cognitive ability,and cultivates students' understanding model,analysis model,construction model and application model ability through teaching practice.First,this research defines related concepts such as model,model cognition,and chemical model.Second,the theoretical basis of this research is sorted out.Thirdly,the current research status of model cognition is summarized by looking up the literature,including research on the definition of model,model classification,model cognition and other related fields at home and abroad.Fourth,under the guidance of core literacy,and based on the integration of existing research,a teaching model based on the development of model cognitive ability was created.The teaching process is divided into five steps,discovering problems ? initial model building ? correcting the model ? Model expression ? application model.Fifth,in this mode,four teaching cases were designed and practiced in this research.Sixth,by issuing questionnaires and test papers,an empirical study was conducted on the cultivation of the cognitive ability of the student model.This research takes the cultivation of high school students' cognitive ability of micro model and problem-solving model as the main orientation of research design and teaching practice.The research results show that:(1)The pre-test questionnaire and pre-test test papers found that the experimental group and the control group had poor cognitive abilities.And there is no significant difference;(2)After one semester of practical teaching,the post-test questionnaire found that the experimental group students were significantly better than the control in terms of the understanding model,application model,and construction model of the microscopic model cognitive ability.Group,there is no significant difference in the analysis model elements.Students in the experimental group were significantly better than the control group in terms of the analysis model dimensions of the cognitive ability of the problem-solving model,and there were no significant differences in understanding models,application models,and construction models;(3)The post-test test paper found that the experimental group students' model recognition The cognitive ability is stronger than that of the control group students,and there are significant differences.