Study On High-school Chemistry Teaching Aimed At Promoting Cognitive Structure

Chemistry Curriculum Standards for Senior High School(2017 Edition)makes it clear that priority should be given to structured design of teaching content so as to trigger students’ interests for chemistry and improve their learning methods.Featured with various knowledge nodes compacted in a loose structure,high school chemistry often appears disordered,hard-to-remember and confusing,which frustrates students’enthusiasm for the subject.Based on Bruner’s cognitive structure theory,disciplinary structure theory,and Piaget’s constructivism theory,we propose a justified scheme for structured teaching of chemistry and apply it in senior high school class.The purpose is to help students find a correct and efficient way,cultivate rigorous logical thinking,enhance ability,reduce burden,and increase interests and confidence in chemistry learning.With this effort,we will guide them to continuously improve knowledge structure,build a knowledge system,and facilitate the transition from knowledge structure to cognitive structure.This article consists of five chapters.In Chapter I Introduction,research background and current status at home and abroad of our research theme are introduced on basis of related literatures.Also included are the significance of structured teaching in senior high school chemistry class,our research ideas,and the selection of methods.Chapter II explains concepts and theoretical researches associated with the study.Structured teaching,knowledge structure,and cognitive structure are defined by literatures.Solid evidences are extracted from the theory of cognitive structure,discipline structure and constructivism,providing a firm foundation for our following study of structured teaching.The third chapter is about our survey.Data of students’ structured cognition awareness and learning habits are collected through questionnaire and statistically analyzed with EXCEL2019.ChapterⅣ covers the application of structured teaching strategy in school.It contains three segments:firstly,a rational plan is proposed grounded on the above-mentioned wok;secondly,experiment is carried out on two classes at the first year of high school,one as test class and the other as control.Structured teaching strategy is applied to the experimental class,while the control adopts the same teaching model as before."Metals and Their Compounds" and "Non-Metals and Their Compounds" in PEP chemistry textbook(Compulsory I)are taught,the process of which is elaborated by six cases.The effectiveness of this strategy is checked through paper tests.SPSS-based statistical comparison of pre-and post-test scores and interviews with some students show that structural teaching is beneficial to students in helping them build a knowledge structure,thereby improving their cognitive structure.It exerts positive impact on teenager’s ability,method,and way of thinking in chemistry learning.The fifth chapter Summary and Reflection includes an analysis of results and a reflection of deficiencies.