Research On High School Organic Chemistry Teaching Based On Cultivation Model Cognitive Literacy

As one of the core qualities of chemistry for senior high school students,model cognitive literacy cultivates students’ scientific thinking to master the basic contents of chemistry and solve practical problems.It has important teaching and research value to train students to the most basic thinking and concept in high school organic chemistry teaching.Uuder the guidance of constructivism theory,information processing theory and cognitive assimilation theory,Based on the definition of model,cognition,model cognitive literacy and other relater concepts,Investigate and analyze the model cognitive status of students in the compulsory learning of organic chemistry,for reshadowing the later research.In the teaching research,relying on the unique discipline koowledge and cognitive model of thinking system of high school organic chemistry,To construct the teaching thinking and teaching strategy of high school organic chemistry to promote the dual direction of model construction and cognitive development.Based on the type judgment of organic chemical reaction and materrial transform ation model,different teaching types,paper and pen tests and case interviews were implemented.Using the research method of combining qualitative research and quantitative research to conduct teaching practice research on students of science class of grade two in practice school.Emphasis is placed on the analysis of students’ master of learning content,academic achievement and model cognitive development.After in-depth interviews with front-line chemistry teachers and students from high and low groups in the experimental class,the research conclusions are as follows:First,the teaching practice of organic chemistry based on the cultivation of model cognitive literacy has a positive impact on students’ understanding of the content and characteristics of organic chemistry,the development of disciplinary thinking and the improvement of academic performance.Secondiy,there is a positive correlation between the integrity of the concept map and structure and the srength of the model cognition level of the interviews’ group,indicating that the optimization degree of the knowledge system structure affects the development of students’ model cognition level.Thirdly,Most of them are positively correlated in the integrity of the concept map structure,the strength of the model cognition level and the grade of the interviews’ group.The firmness of knowledge mastery and the level of model cognition affect the development of students’ problem solving ability.