Cognitive Level Of High School Physics Teaching Content

It is critical in the research of educating and teaching to study the cognitive level of instructional contents and establish connections between it and the students' cognitive development stages. Furthermore, it offers an objective standard for teachers to select instructional contents and methods reasonably. In this thesis, under the guidance of Piaget's theory of cognitive development stages, the method of studying the cognitive level of instructional contents is put forward, which is used to study physics teaching contents.,What is more, research findings are applied to physics teaching practice of high school and provide it with methods and suggestions.There are six parts in this thesis. In the first, the studying background is introduced in brief, and then it is pointed out that studying the cognitive level of instructional contents is helpful to carry out the principle-teaching students in accordance with their aptitude, to solve the problem that physics is difficult to learn and to promote the students' development. At the end of this part, domestic and foreign actualities are stated.In the second part, definitions of normal cognitive level and physics cognitive level are given respectively, and then Jean Piaget's theory of cognitive development stages and nine operational patterns of this theory are introduced, all of which provide theoretical foundation and practical tools for studying the cognitive level of instructional contents of physics.In the third, on the basis of Piaget's theory and studying ideas of America, the principle and the method used in the research are pointed out. Taking physics teaching program as research object, 232 contents' operational patterns and cognitive level are studied, which are the main findings of the thesis. Statistical analysis of the research result shows that 91.4% of the cognitive level of physics instructional contents is formal operational level, which is more advanced than the students' cognitive level in senior high school and ask the students had more ability of theoretical thinking and mathematics calculating.In the forth, evaluation for the research findings of physics instructional contents is made. Research findings are evaluated twice by two kinds of personnel, and then revised step by step according to the suggestion. So the findings have good reliability and validity.The fifth part is practical investigation. The findings are applied directly to the instructional design of physics teaching in high school. Themethod named interview survey is used to evaluate the investigation of practice. The investigation shows that the study on cognitive level of physics instructional contents is significant in physics teaching practice. At the last, conclusions are drawn, and the instructional suggestions are raised.