The Study Of High School Chemistry Concept Teaching Strategy With Guidance Of Cognitive Flexibility Theory

Chemistry concept plays an important role in the chemistry teaching of middle school; it is the node of the middle school chemistry knowledge network. And the level of understanding of the chemistry concept directly affects the chemistry learning level. There are many common or linked to concepts between the chemistry of high school and junior high school chemistry. However, compared with junior school, high school chemistry concept learning is more demanding and more emphasis on applied, which showing bad structure characteristics and belonging to the advanced field of study. After the inspection, the chemistry concept itself has three levels representation (macro level, micro level, symbol level), whose conversion is difficult, therefore, the middle school chemistry concept teaching is not ideal, which is needed to put forward effective teaching strategies.Spiro put forward Cognitive flexibility theory, which is more suitable for guiding ill-structure characteristics and complex problems, and is for the advanced learning,it is developing students’ cognitive flexibility for the purpose, in other word, for helping students get flexible migration ability of the knowledge. Its basic contents include cognitive flexibility, higher learning, ill structured knowledge. Its basic theory includes multiple representation and cross design between the case and the concept theme. Cognitive flexibility hypertext is the cognitive flexibility theory teaching media, and random access instruction is the teaching method.To sum up, cognitive flexibility theory has its practical significance and theoretical basis to guide the teaching of senior chemistry concept. By adopting to read the literature and books, classroom observation as the main research methods.1put forward the teaching strategies of senior chemistry concept, and design teaching case based on cognitive flexibility theory, some high school chemistry teachers evaluated teaching cases’insufficiency. This article aims to provide reference for teachers in middle school, helping them get chemistry concept teaching difficult breakthrough.The full text is divided into five parts:The first part:the study introduction. An overview of the research background, research purpose, research ideas, research context, research methods.The second part:the summary of cognitive flexibility theory and chemistry concept teaching research. Firstly, the summary on the theoretical origin of cognitive flexibility theory-the constructivist learning theory, the basic content, implementation of media-cognitive flexibility hypertext, implementation method--random access instruction. Secondly, it includes analysis of definition, classification, status of chemistry concept, chemistry concept teaching literature review at home and theoretical review at abroad.The third part:Firstly, through classroom observation, analysis two teachers’ present situation and problem on applying cognitive flexibility theory. Secondly, necessity and feasibility Analysis on cognitive flexibility theory guiding high school chemistry concept teaching. Through classroom observation, we can see cognitive flexibility theory guide high school chemistry concept teaching is necessary; after analysis, the concept of senior chemistry reveals ill structure characteristics, and is suitable for the use of advanced way of learning, students should be to develop cognitive flexibility as the teaching goal. Thirdly, high school chemistry concept teaching strategies based on cognitive flexibility theory., I put forward the teaching strategies of senior chemistry concept including to identify advanced learning objectives, to determine the concept in different aspects, to choose suitable case and context, and to emphasize links between knowledge; teaching process is divided into six parts, theme selection and situation creation, theme exploration, case analysis, knowledge migration, summarize and evaluation. Fourth, the teaching design case of senior chemistry concept based on cognitive flexibility theory. The key concept is "endothermic reaction" and "exothermic reaction", the theme is "energy change and the essence of chemical reaction". Take it as a sample, to design teaching process under the guidance of Cognitive flexibility theory, which choosing teaching case as the main line, emphasizing knowledge representations and developing the students’ cognitive flexibility ability for the purpose. Some chemistry teachers discuss and evaluate the teaching case, summarizing the advantages and disadvantages. The fourth part:take Chemistry One for example, analysis chemistry concept’ elements and develop cases that can make concepts concrete.The fifth part:the research results and reflection. To summarize research results, to reflect the problems of thinking, and to find the direction of further research.