| In the 2020 revision of Chemistry Curriculum Standards for Ordinary Senior High Schools,it emphasize to develop comprehensive core literacy is given priority to,and the curriculum should satisfy students’ diversified development.To put it simply,we should pay attention to differences among individuals,and then conduct targeted teaching according to different characteristics.However,the students’ individual diversity mainly originate from learning motivation,learning style,learning interest and so forth,so we should not only cognize students’ differences on the surface,but also from the psychological level,so as to seek important factors causing individual differences.Field cognitive style manifests as people’s dependency on external environment in information processing,which is a very stable form of individual cognition.In order to optimize chemistry teaching in senior high school,we are supposed to learn the differences of students’ chemistry learning deeply from the psychological level of field cognitive style,then carry out lesson with heterogeneous according to the characteristics of students with different chemical field cognitive style.Based on Embedded Figure Test,this study further determined students’ cognitive style of chemical field by questionnaire,and then classfied into field-independent experimental class,control class;field-dependent experimental class,control class.Two control classes were taught in the traditional way,and two experimental classes were taught in the way of lesson with heterogeneous,and then analyze the three indirect result.The results show that the chemistry scores of the independent students are generally higher than those of the dependent students,nevertheless,the students in the experimental class have been greatly improved compared with the control class after the implementation of lesson with heterogeneous to the independent and dependent students.At the same time,there was no significant difference in the results of the two experimental classes after teaching in the way of lesson with heterogeneous,indicating that the lesson with heterogeneous teaching based on the cognitive style difference of the chemical field has a significant effect on the improvement of chemistry scores,and it is also beneficial to develop students’ chemistry core literacy.This paper is divided into six parts,including questionnaire method and experimental method:The first part explains the basic problems of the research,then gives specific research topics,further specifies the purpose and importance of the research,and finally determines the research methods as well as research ideas;The second part introduces three theoretical bases related to this research,Piaget’s cognitive-developmental theory,Bruner’s cognitive structure and the theory of humanism respectively,and elaborates the cognitive competence and individual differences of high school students.In the meantime,this part defines the concepts of "field cognitive style","chemical field cognitive style" and " lesson with heterogeneous " related to the study.The third part summarizes the domestic and foreign researches on "field cognitive style" and " lesson with heterogeneous ",and briefly expounds these research results.The fourth part is the design and preparation of the " lesson with heterogeneous " experimental scheme,so as to comprehend students’ chemical field cognitive style more comprehensively;The fifth part is the core of the paper,which is also the experimental part.First select teaching strategy start with the characteristics of research object,accordingly carry out teaching experiment of " lesson with heterogeneous ",finally analyze and sum up the experimental results.The sixth part is to summarize the paper as well as analyze the problems and reasons in the process of research,then put forward the prospect. |
