Cognitive Level Of Junior 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, a specific case study is made for the research result. In addition, a general discussion for the study is carried out, which elucidates the useful value for studying the cognitive level of instructional contents in education.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 provide teachers for an objective standard of teaching, furnish students with favorable conditions for completing the transition of cognitive development successfully, offer teachers and students a feasible approach to organize study and study effectively. 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 physical curriculum standards of compulsory education middle school as research object, 128 content standards'operational patterns and cognitive level are studied, which are the main findings of the thesis. Statistical analysis of the research result shows that the needful cognitive level of understanding 69.5% physics instructional contents is concrete operational level, the other 30.5% need formal operational level, which is more advanced than the students'cognitive level in senior high school and ask the students had more ability of analysis ,summary and mathematics calculating. Base on the result above, classify the physics instructional contents by cognitive level, select representational tasks as cases to analyse their cognitive level and mastermind how to teach.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 general discussion. The useful value for studying the cognitive level of instructional contents is elucidated, the deficiency of the study and questions to be explored in depth are discussed.At the last, on the base of the research above, conclusions and teaching suggestion are drawn.