The Research Of Chemical Cognitive Impairment And Change Strategy For High School Students

Modern psychology that learning is a learner mind any original cognitive structure and new knowledge through interaction or processing integrated into a new cognitive structure process. Cognition has a very important role in the learning process of a new knowledge. If the cognitive impairment produces learning process is bound to affect the students construct knowledge, restricting the formation of students’scientific literacy capacity. Thus, students in the learning process of probing the presence of cognitive impairment, and the formation of the reasons for cognitive impairment are the necessity of having to improve student learning.Research bases on R. M. Gagne’s learning results theory Sort, from verbal information, intellectual skills and cognitive strategies exploration cognitive impairment students in learning chemical equilibrium Knowledge. Apply literature, interviews and a two-stage questionnaire to research Yanbian 400 sophomore students from 8 high schools. Exploration of cognitive impairment generated when the students learn knowledge of chemical equilibrium, conclusions are as follows:(1)Research are similar with studies in other regions, participants in the learning chemistry exist cognitive impairment, which causes cognitive impairment from the discipline factor, the students themselves.(2) Students produce cognitive impairment in the learning process in the chemical equilibrium, and cognitive strategies most serious, followed by intelligence skills barriers, Verbal information barriers and other barriers to information compared to the lightest level. Wherein:boys and girls there is no significant difference; Korean and Han students are differences in cognitive strategies.(3)Cognitive impairment in Verbal information, the specific performance: for keywords, the chemical equilibrium description of the event or expressed barriers; barrier characterized question (including sign characterization and image content statements). Wherein:boys and girls there is no significant difference; there is no significant difference between Korean student and Han students.(4)Intelligence skills cognitive impairment manifested concepts and equilibrium discrimination barrier; equilibrium system build or conversion barrier; and to build systems and digital computational difficulties. Wherein: boys and girls there is no significant difference; there is no significant difference between Korean student and Han students.(5) Students cognitive strategies barriers, manifested as knowledge of the regulation and migration barrier, namely lack of metacognitive ability. Wherein:boys and girls there is no significant difference; there is significant difference between Korean student and Han students.Effect of cognitive impairment factors:(1)External factors:teaching methods, teaching materials, the chemical equilibrium characteristics of knowledge itself, Korean students are also affected by language factors. (2) Internal factors include:①The main factors cognitive impairment of verbal information are:students’ability to characterization of chemical equilibrium is poor; the chemical equilibrium has insufficient reserves of knowledge. ②The factors cognitive impairment of intellectual skill are:the imperfect in the chemical equilibrium knowledge of structure; preconception interference; mindset and Functional fixation negative effects, and affection the level of development of students thinking. ③Cognitive strategies barrier caused by metacognitive a weak level.Factors for cognitive impairment formation is proposed and corresponding to the following causes Solutions:①Improve the cognitive structure, improve students’ability to characterize the problem:That is to build knowledge networks, focusing on contact old and new knowledge, evaluate existing knowledge, develop a variety of characterization methods;②Lead to cognitive conflict, promote student awareness of changes:Namely the use of chemical experiment, graph information, cooperation and discussion among students, the chemical history of manufacturing cognitive conflict; ③According to the characteristics of students’thinking individualized;④Attention to student metacognition training, provide opportunities to use a variety of strategies: Namely, strengthening of metacognitive awareness, provide feedback, combined with the daily teaching, step by step;⑤Strengthen visual teaching, development and use of teaching resources to improve learning effectiveness: Experimental use of inquiry and other teaching methods to strengthen the teaching of intuitive, using a variety of teaching resources, improve the effectiveness of learning, emphasis on teacher training, focusing on the development of secondary materials;⑥For Korean students to put forward to stimulate motivation and optimizing countermeasures of teaching resources.