A Research Of Chemistry Teaching Practice In High School Based On Model Cognition

With the promotion of a new round of curriculum reform,the need for talents in the country is greatly improved.While the school teaches students knowledge,it also need to cultivate their core accomplishment.Chemistry should pay attention to the cultivation of core literacy,especially model cognition.The teaching of senior high school in China usually ignore the cultivation of students' model cognition,while the cognitive level of senior high school students' model is relatively low,and more and more students think that chemistry is very difficult.Model cognition literacy is the core of thinking in chemistry.Cultivating students' model cognitive ability is helpful to change teaching methods in the process of chemistry teaching in senior high school,to provide reference for middle school teachers to improve chemistry teaching effect,to develop students' model cognitive literacy and to promote students' all-round development.It is also helpful to further implement the requirements of model cognition.This paper focuses on model cognition and the practice of chemistry teaching in Senior one.The whole research process is divided into the following parts:The first part: introduction.It discusses the research background of this paper from three aspects : the presentation of the chemical core literacy;the embodiment of model cognition in chemical core literacy;the necessity of model cognition in chemistry learning.To put forward the importance of chemical model thought to teacher' teaching and students ' learning from the perspective of chemistry subject.To summarize the research situation of model cognition and chemical teaching at home and abroad by reading a lot of literature.And then confirm the research methods.The second part: the core concept definition and theoretical basis.It defines "model "," model cognition" and "model construction" and other related concepts,and then analyze and comb the connotation and detection dimension of model cognitive ability in the 2017 edition of normal senior high school chemistry curriculum standard,and determine the four dimensions of testing students' model cognitive ability:to recognize model briefly;to understand and apply model;to analyse model;to construct model.The paper also introduces the relevant education theories to provide theoretical guidance for the following research.The third part: the result analysis of the questionnaire.The investigation is carried out in a middle school,taking some students in the first grade as the object of investigation,using 17 questions to investigate the current situation of chemistry teaching in senior high school based on model cognition.By using Excel statistical survey data,this paper analyzes the shortcomings of chemistry teaching in senior high school.The results show that students' model cognitive ability remains to be improved.The fourth part: The teaching practice research.It proposes to cultivate the student model cognition accomplishment teaching strategy,combing with the related literature and the request of normal high school chemistry curriculum standard,for the existence problems in the model cognition between students.On this basis,combined with the content of the core accomplishment of chemistry in the new curriculum standard of senior high school chemistry,three teaching cases are designed according to the representative teaching content theme.At the same time,the corresponding questionnaire is designed to test the performance of four different dimensions of senior high school students.Finally,the writer chooses two key classes in the first grade of the internship school as the research object,namely the experimental class and the control class,and carries on the teaching practice research based on the model cognition.The fifth part: The conclusion and reflection.The research result preliminaily shows that the chemistry teaching research based on "model cognition" could bring a positive influence on the students' grades in chemistry,and it can provide a reference for the chemistry teaching of the front-line teachers.In addition,this study is only a preliminary exploration of the core literacy of chemistry "model cognition" in senior high school,and I hope that more scholars will carry on further research in the future.