Practical Research Of "Cognition-Practice" Progressive Teaching Mode In High School Chemistry Teaching

With the development of society,the new era has put forward new requirements for improving the quality of all citizens and the quality of talent training.However,the traditional teaching mode based on indoctrination obviously cannot meet the development requirements of students.So,in the new round of educational reform,a large number of educational scholar have invested in the research of new chemistry teaching modes.The new curriculum standard of chemistry in high school aims to train students who can cope with current and future challenges.It also advocates the implementation of the task of educating people in chemistry teaching and transforms the students' existing knowledge into abilities and then into literacy.Because of this recognition,this paper puts forward the "cognition-practice" progressive teaching mode.The teaching mode advocates the situation of real problems.It sets up various inquiry activities and organizes students to cooperate in groups.The mode guides students to establish the cognitive ideas,which is from simple to complex and is from isolated to systematic.It guides students to masters the scientific method of "guiding practice with cognition,developing cognition with practice".It can also promote students' active learning and focus on the development of students' practical ability,thinking ability,innovative spirit,etc.By searching and sorting out related literature,this thesis understands the research status of teaching modes at home and abroad,and sets up research direction.Then it lays the theoretical foundation for the study and defines related concepts such as "cognition-practice" progressive teaching mode.Through a questionnaire survey,this study analyzes the current status of chemistry learning for freshman students.Combining related literature,this study puts forward the application principles of "cognition-practice" progressive teaching mode.Then according to the connotation,basic process,characteristics and application principles of the "cognition-practice" progressive teaching mode,the teaching design of "scientific use of chlorine-containing disinfectants" and "research on vehicle fuels and airbags" is conducted.And through the analysis of the questionnaires and teachers' interviews,theimplementation effect of this teaching mode is tested and the research conclusions are obtained.The conclusions of this study show:(1)The "cognition-practice" progressive teaching mode attaches importance to the main role of students,stimulates students' interest in learning and improves students' participation in class.This teaching mode focuses on changing students' learning style and gives students the opportunity to show themselves.It helps to cultivate students' self-learning ability,communication ability,practical ability,problem-solving ability.It can enhance students' self-confidence,and establish team spirit.This teaching mode helps students refine scientific learning methods and focus on the cultivation of students' thinking ability.And to a certain extent,it improves the courage of students to dare to face the problem.It encourages students to apply knowledge to life.(2)Under this teaching mode,the teachers mainly play the role of "directors".It changes teachers' mechanical repetitive work and inject vitality into teaching.But,it also puts forward stricter requirements for teachers' working ability.Therefore,teachers need to strengthen awareness of life-long learning and improve continuously their own professionalism.