Research On The Teaching Design Of High School Chemistry Based On ACT-R Theory

The ionic reactions and equilibrium in aqueous solutions is an important part of the book "Principles of Chemical Reactions in Selective Compulsory 1" in high school chemistry,which has a good role in promoting the formation and development of students’ concepts of particles,equilibrium and conservation,but in the actual teaching process there are problems of complex and messy knowledge,and the teaching and learning effect is not high.This theory suggests that complex knowledge can be solved by dividing simple principles into simpler units of knowledge,which helps to structure the teaching content,and the introduction of samples can attract students’ attention and stimulate their interest in learning,which is in line with the requirement of cultivating students’ core literacy in chemistry.This study applied ACT-R theory to "Ionic Reactions and Equilibria in Aqueous Solutions" for instructional design,and applied ACT-R theory to chemistry teaching.Firstly,by conducting literature research on both ACT-R theory and Ionic Reactions and Equilibria in Aqueous Solutions,the significance of instructional design research based on the content of ACT-R theory Ionic Reactions and Equilibria in Aqueous Solutions was analyzed,and the stages of instruction were divided by combining ACT-R theory and the cognitive skill acquisition model.Second,students were surveyed and teachers were interviewed to understand the current teaching status.It was found that students are influenced by test-based education,students are intimidated in learning,teachers are limited in their teaching style,and there is less research on new teaching theories.According to ACT-R theory,four teaching principles were proposed,namely,scientific teaching principle,simplification teaching principle,student-oriented teaching principle,and reinforcement teaching principle.Again,we analyzed the new curriculum standards,textbooks,and learning conditions,fully considered students’ cognition and designed teaching objectives with reference to the new curriculum standards,and combined the ACT-R theory cognitive skill acquisition model,teaching principles,and teaching objectives to design the teaching process of "ionic reactions and equilibria in aqueous solutions".The final teaching practice and analysis of the teaching implementation results showed that the teaching design of "Ionic Reactions and Equilibria in Aqueous Solutions" based on ACT-R theory had the effect of improving students’ learning performance.Four teaching suggestions based on ACT-R theory "ionic reactions and equilibria in aqueous solutions" are proposed:(1)scientific selection of samples to attract students’ attention;(2)simplification of complex problems to strengthen the thinking vein;(3)progression of processes to sort out learning ideas;(4)exquisite exercises to improve learning efficiency.Finally,the study concludes that the teaching design of "Ionic Reactions and Equilibria in Aqueous Solutions" based on ACT-R theory can help students better understand the knowledge and improve their interest in learning.