Study On Discourse Characteristics Of Model Cognition And Prototype Cognition In Electrochemistry Topics Of High School Chemistry Textbook

Moral education is the fundamental task of education.In order to cultivate and develop students’ core literacy,the "Model Cognition" literacy was explicitly proposed in the "Chemistry Curriculum Standards for General High Schools(2017 Edition)" for the first time,emphasizing the importance of "Model Cognition" for chemistry learning.The concept of electrochemistry is one of the most difficult courses for teachers and students to teach and learn in high school chemistry.It is one of the effective ways to solve the learning difficulties of electrochemistry to select the prototype of the concept to construct the cognitive structure diagram of galvanic cell and electrolytic cell model.Therefore,it is very necessary to analyze the process of selecting the cognitive structure diagram of prototype construction model in high school chemistry textbooks,and to provide the paradigm for high school chemistry teachers to construct the cognitive structure diagram of model.However,most studies mostly use content analysis method to study the current situation of electrochemical topic teaching or design the teaching activities of electrochemical topic content and carry out teaching practice,and few involve the discourse analysis under the electrochemical topic content of high school chemistry textbooks.The purpose of this study is from the word content,word form three dimensions,and discourse strategy analysis published in 2007 and 2019 different versions of the high school chemistry textbook electrochemical under the theme of discourse,is how to select the prototype construct cognitive structure of galvanic cell and electrochemical model,aiming at providing a selection for high school chemistry teachers building model of the prototype of cognitive structure of thinking.In this study,discourse analysis method was used to analyze different editions of high school chemistry textbooks.During the whole research process,models,prototypes and literatures related to electrochemistry teaching were firstly reviewed to define the core concepts.Secondly,combining the theory of multimodal discourse analysis with the existing textbook analysis dimensions,an analysis framework is developed that includes discourse content,discourse form and discourse strategy.Thirdly,the constructed discourse analysis framework is used to compare and analyze the discourse contents,discourse forms and discourse strategies in the construction process of the cognitive structure diagrams of the battery and electrolytic cell models in different editions of high school chemistry textbooks published in 2007 and 2019.The conclusions of this study are as follows(the optional compulsory part of the textbooks of Jiangsu education edition has not been published yet).Discourse content.First,different versions of high school chemistry textbooks published in 2007 and 2019 have similar trends in the selection of prototypes when constructing cognitive structure diagrams of galvanic cell and electrolytic cell models,but there is some innovation in the selection of prototypes in Luke edition textbooks.Galvanic cell discourse content part:in 2019,and published in 2007 o ’clock,Sue version of textbook construction in primary cell and electrolytic cell model of cognitive structure,selection of copper and zinc with single battery zinc and copper double fluid galvanic cell prototype,but LuKe edition published in 2019,textbook selection acidic hydrogen fuel cell and double liquid copper zinc battery prototype construct cognitive structure of galvanic cell model;Electrolytic tank discourse content:Electrolytic copper chloride solution was selected as the prototype in PEP edition and Jiangsu education edition published in 2019 and 2007,while electrolytic molten sodium chloride was selected as the prototype in Luke edition to construct the cognitive structure diagram of electrochemical model.Secondly,the reduction of the number of non-prototype in the compulsory or elective stage of some textbooks shows that the textbooks attach great importance to the typification of non-prototype and emphasize the students’ mastery of"prototype" or "typical battery".The number of non-archetypes in the electrolytic cell part does not change significantly.For example,the number of non-prototypes in the elective part of the PEP edition textbooks published in 2019 and the compulsory part of the Luke edition textbooks is decreasing.Thirdly,the movement direction of anions in various prototypes presented in the compulsory and elective parts of the textbook of Luke edition published in 2019 needs to be strengthened.Most of the galvanic cell pictures in the second required volume(2019)of Luke edition are given as physical drawings,which need to highlight the movement of cation and cation in the form of schematic diagram.Discourse form part.Cognitive structure reveals the galvanic cell model,more conscious of the textbooks,published in 2019,cultivate the students’ cognitive model literacy phase-in columns in text and discourse(problem),and in the words(problems)and drawing of multimodal discourse,explicit cognitive structure of galvanic cell model,in addition to Sue includes compulsory second volume of the textbook;In the cognitive structure diagram of the explicit electrolytic cell model,most textbooks published in 2007 and 2019 were in the form of text.In addition to the optional compulsory 1 of the People’s Education Edition published in 2019 edition,the cognitive structure diagram of the electrolytic cell model is shown in the form of questions and drawings in the column of Thinking and Discussion.Discourse strategy section.When constructing the cognitive structure diagram of the galvanic cell and electrolytic cell model,in the three editions of textbooks published in 2019,Luke edition pays more attention to the consolidation of the cognitive structure composition of the model on the basis of the model.Among them,the "Research and Practice" column of the People’s Education Edition Optional Compulsory Volume 1 design published in 2019 and the activity "Design Simple Fuel Cell" of Luke Edition Optional Compulsory Volume 1 design help students consolidate or apply the cognitive structure diagram of the primary cell model;When constructing the cognitive structure diagram of the electrolytic cell model,the Luke edition published in 2007 and 2019 emphasized the consolidation of the model or the application of the model.For example,the textbook design of the Luke edition published in 2019 "An Experiment on the Design of Copper Plating on Iron Nope" helps students consolidate or apply the cognitive structure diagram of galvanic cell model.This paper consists of 5 chapters.The first chapter is the "introduction",which discusses the proposal of the problem,the current situation of the research problem and the research plan.The second chapter is "the theoretical basis of research",defining the core concepts,combing constructivism theory,archetypal category theory and discourse analysis theory.The third chapter is "research design",which introduces the research object,research process and data analysis process.Chapter 4,"Research Findings",discusses the discourse content,discourse forms and discourse strategies when selecting prototypes to construct cognitive structure diagrams of galvanic cell and electrolytic cell models in three textbooks published in 2007 and 2019.The fifth chapter,"conclusions and inspirations of the study",puts forward the conclusions,inspirations and prospects of this study.