Unit Teaching Design And Implementation Of High School Chemistry To Promote The Development Of Model Cognitive Literacy

Model cognition is an important element of the chemical core competencies,and its formation and development is a systematic process of continuous advancement.Unit teaching pays attention to the interrelation between knowledge from the perspective of overall planning,which is an important way to promote the development of model cognition literacy system.Based on the constructivist learning theory,Bruner structuralism theory and system theory,this paper defines the concepts of model,model cognition,unit teaching design and so on.On this basis,it investigates the current teaching situation of high school chemistry teachers based on model cognition,and summarizes its existing problems.Based on this,the unit teaching design ideas of high school chemistry were constructed to promote the development of model cognitive literacy,including:selecting appropriate content carriers to build teaching units based on the development requirements of model cognitive literacy;Determine the types and levels of models in teaching units;Establish the unit teaching objectives of the cognitive dimension of the implication model;Continuous evaluation promotes the development of model cognitive literacy;Designing unit teaching activities to promote the development of model cognitive literacy;Reflecting on the Unit Teaching Effect of Promoting the Development of Model Cognitive Literacy,which consists of six parts.In under the guidance of the unit teaching design ideas,The Nature and Transformation of Matter,which contains the development value of model cognitive literacy,is selected as a case for unit teaching design in order to " price-class" two-dimensional model-applications-deepening the development clues at the head of the unit teaching,teaching design scheme of the system is formed,in order to promote the development of cognitive quality system model of inorganic element compound knowledge teaching.In order to understand the actual teaching effect of the teaching design of this unit,the evaluation table of the teaching effect of "The Nature and Transformation of Substance" was formulated,and the text analysis of the students’ answers to the classroom tasks was carried out,and the interview method was used to further explore the teaching effect.The results show that the students have basically established the two-dimension cognitive model of "valence-class" which can stably understand the properties and transformation of substances,and they can conduct reasonable analysis from the perspectives of substance categories,core element valence states and even material properties.However,the refinement and summary of the model itself in the teaching process need to be further explicit,and the refinement process of the "valence-class" two-dimensional model also need to be strengthened in implementation and practice.