Design And Practice Of Junior Middle School Chemistry Teaching Under The Guidance Of Schema Theory

With the implementation of the new curriculum,the teaching ideas of teachers in various disciplines are gradually being updated If we want to successfully carry out chemical teaching and quickly improve student performance,we must adopt an excellent teaching model,and the "cognitive graph" teaching model is an applicable teaching model.Due to the heavy workload of students in the ninth grade,the proportion of chemistry in the middle school entrance examination is low,the willingness of students to actively learn chemical knowledge is not strong,and their cognitive mobility ability is also weak.When learning new concepts and new knowledge of chemistry,it will always be blurred and confusing.The learning effect is not satisfactory,and the teaching effect of teachers is not satisfactory.In order to solve these problems,teachers must start from the Student's cognitive development laws,adopt different teaching strategies,and fully apply the "cognitive graph" teaching model to carry out chemical teaching.In the research process,the definition of cognitive schema(SCHEMA)is explained first,and the teaching model based on cognitive schema theory is defined.At the same time,the process of teaching model based on cognitive schema theory is divided into five links.And the value,design principles and theoretical basis of the teaching model were analyzed.The survey of 20 chemistry teachers and 400 ninth graders from four schools,namely Xincai Bilingual School,Experimental School,Mingying School and Foreign Language School,showed that teachers and students had a poor understanding of the "cognitive graph,teaching model.It is also not possible to independently use cognitive schemata in teaching and learning,indicating that relevant knowledge has yet to be popularized in schools and related training is carried out.The two classes of bilingual schools in the ninth grade were selected as the experimental class and the control class respectively.The "cognitive schema" teaching mode was specifically implemented in the experimental class,and two teaching cases for implementing the "cognitive schema" teaching mode were listed in detail.The results showed that the classroom atmosphere was very active,Student's divergent thinking was expanded,teaching effects were good,and the teacher-student relationship was harmonious.After analyzing the results of the three tests in the two classes,it was found that the performance of experimental class students who implemented the"cognitive schema" teaching model improved significantly.The average score of the experimental class increased from 30.14 points for the first test to 34.66 points for the third test.However,the average score of the control class was raised from 30.12 to 33.02 points.The progress was relatively slow,and the outstanding rate,pass rate,and average score of the experimental class in the three tests were also higher than those in the control class.The "cognitive schema" teaching model has applicability and superiority.Teachers should fully reflect the advantages of the cognitive schema in classroom teaching,and deeply explore its inherent values and orientations,apply it rationally in chemistry classroom teaching,and build a complete scientific teaching system.In the process of chemistry teaching,students should be the main body,and through the application of the "cognitive pattern" teaching model,they should use many methods to help students quickly master learning methods and achieve comprehensive long-term development.