A Study Of Chemistry Teachers’ Perception On Model Cognition And Modeling Teaching

Throughout the development of science,models are an important part of its development process.Since the promulgation of the new version of the chemistry curriculum standards in China in 2017,many studies on the cognitive literacy of teacher models and the current status of modeling teaching have emerged,but only teachers realize that they need to have awareness of models and modeling teaching practices,to better teach students,the effective use of models can help students quickly understand knowledge and integrate knowledge.Therefore,it is of great significance for the study of teachers’ literacy.In this study,the existing literature is collated by the literature method,the current research status of model and modeling teaching is discussed,and the questionnaire method and the educational observation method are used to understand the current situation of cognitive literacy of teacher models and the current situation of actual classroom modeling teaching.The first part of the practice mainly aims to understand the cognitive literacy of the teacher model,taking the front-line teachers in Beijing,Jiangsu,and,Henan as the main research objects,and using the questionnaire as the research tool.The second part of the practice is mainly intended to understand the types of models that teachers apply in actual teaching,and whether the modeling teaching links are complete.Classroom observation by watching high-quality lesson videos.The teaching content of the two sections of elemental periodic law,iron and its compounds in the Jiangsu Provincial Quality Class Evaluation Competition was selected,3 teachers and 6 teachers were selected as research objects in each section,and the six links of modeling teaching were used as research tools.To answer the following research questions:(1)The current situation of the teacher’s understanding and application of the nature and role of "model" and "model construction".(2)Whether there are differences in the understanding of the nature and role of "model" and "model construction"between different types of teachers.The study draws the following key conclusions:Questionnaire:(1)The cognitive literacy of the "model" of novice teachers and skilled teachers has their advantages(2)There is.a significant positive correlation between the dimensions of the questionnaireClassroom Observation:(1)Teachers can use a variety of models and tools to assist in modeling teaching(2)The modeling teaching session is incompleteCollectivity:According to the results of the questionnaire survey,the teachers have a good understanding of the object and extension of the model,and cannot reach a consensus on the multiple representations of the model,the description,interpretation,and prediction functions of the model.Novice teachers have a good understanding of the three-dimensional and athletic representations of the model,and skilled teachers have a good understanding of the two-dimensional representations of the model.Observing the high-quality lesson videos,it is found that teachers consciously cultivate students’model thinking in teaching design,and can use a variety of models to assist teaching,but there is also a fact that the modeling teaching process is unclear and incomplete(most of them lack the modification of model links).