Teaching Design And Implementation Of Hydrolysis Of Salt Based On Model Cognitive Literacy

The main purpose of the 2017 edition of chemistry curriculum standards for senior high schools is to cultivate students’ core qualities in chemistry.Having the core quality of chemistry refers to the ability and quality of using the chemical knowledge and doing in real problem situations,so as to solve real problems.Chemistry classroom teaching is the main way and important path to cultivate students’ core literacy,and it is the key to improve students’ core literacy.Model cognition is an important thinking method for understanding,analyzing and solving problems in chemistry,but the research on the understanding and application of model and model cognition is not deep enough,and the theoretical and practical research on cultivating students’ model cognitive ability in teaching needs to be further enriched.The hydrolysis of salts is a difficult point in senior high school chemistry knowledge,and it is also the key link between the preceding and the following in the principle of chemical reaction in senior high school.This part of knowledge is characterized by intertwined knowledge,complex problems and strong combing and integration of knowledge.How to design a suitable teaching scheme,get rid of students’ thinking obstacles and cultivate students’ high-order thinking in chemistry,so as to realize the cognitive mastery,practical application and expansion and transfer of this knowledge.According to the content characteristics of salt hydrolysis and the common problems in students’ learning,it is established to focus on cultivating students’ chemical thinking method,that is,to carry out the research of teaching design and practice based on model cognitive literacy.This paper is divided into five parts.The first part mainly expounds the research status of core literacy teaching of chemistry and salt hydrolysis teaching,and determines the research purpose,significance,content and methods.The second part defines the concept and main theories,including meaningful learning theory,cognitive development theory and schema theory.The third part analyzes the elements and levels of the core literacy mainly carried by salt hydrolysis based on the curriculum standard,combs the existing models,establishes the change rule model and state model from the concepts of Le Chatelier principle,ionization theory,three conservation relations,ion concentration,chemical equilibrium movement and K value,and determines the main teaching strategies and ideas.The fourth part carries out the teaching design of four class hours of salt hydrolysis from an overall perspective,highlighting the logical relationship between the theme concept,big concept and core concept of salt hydrolysis.Its main characteristics are high-order,centrality,profundity and flexibility.After teaching practice,the practical results are integrated.By sorting out the data of pre-test and post test,the correlation analysis of pre-test and post test data is carried out with SPSS software.The fifth part is the conclusion,and puts forward the shortcomings of the research.The main conclusions are as follows:(1)Teachers can not focus on teaching students fixed knowledge.Teachers should pay attention to students’ ability to analyze and solve problems in order to better develop students’ model cognitive literacy(2)This paper analyzes and integrates various concepts of salt hydrolysis from the perspective of big concept,by taking model cognition as the main line in teaching,teachers have a deeper understanding of knowledge itself.Teachers’ multi angle cognition of knowledge can broaden the scope of knowledge and assist teachers to understand the cutting-edge information of education.(3)Practical research shows that different teaching strategies and the cultivation of chemical core literacy under relative guidance can lead students to clarify their learning objectives and understand the essence of knowledge through appearance,so as to optimize students’ learning process and effect.(4)From the beginning,students tried to accept the model cognitive method to later be able to skillfully use the model cognitive method,which runs through the learning of salt hydrolysis and realizes the leap from quantitative change to qualitative change.