A Study On The Cognitive Structure Of Redox Reactions Of Senior Students

Cognitive structure is the knowledge structure in a student’s mind,which refers to the content and organization of ideas formed by internalization in the student’s mind.By examining the cognitive structure of learners,educators can understand the knowledge that learners have already acquired.The measurement of cognitive structure helps teachers better understand the cognitive structure of students and organize teaching content more targeted.Redox reaction is an important conceptual principle knowledge in high school,which runs through the entire chemistry knowledge system.Currently,there is relatively little research on the cognitive structure of redox reaction.Therefore,the purpose of this study is to scientifically reflect the cognitive structure level and characteristics of redox reaction among high school students at different levels.By testing and analyzing the cognitive structure level and characteristics of redox reaction among high school students at different levels,we can identify the difficulties and causes of students’ learning,and provide reasonable teaching suggestions.In order to achieve the research purpose,this study selected 330 senior high school students from a middle school in Huizhou City,Guangdong Province as the research objects.Through the paper and pencil test paper based on Bloom’s taxonomy theory of educational goals and SOLO classification theory,and the concept map test paper designed based on the number of nodes,propositions,examples and other elements,the relevant data of students’ cognitive structure level and characteristics of redox reaction were obtained.The collected data was processed using data statistical analysis,concept map analysis,interview analysis and content analysis methods.The main research results are as follows:(1)Measurement of the cognitive structure level of first year students at different levels: There is still a certain gap between the overall cognitive structure level from different perspectives and the level required by the test questions.The cognitive structure of students’ redox reaction is not yet clear and stable.Especially for experimental designs,such as predicting the possible properties of substances based on the trend of valence fluctuations of core elements,and establishing ideas for studying the oxidability or reducibility of substances,the level of understanding is still shallow.(2)Measurement of cognitive structure characteristics of students at different levels of higher education: In terms of the content characteristics of cognitive structure,the correctness of the cognitive structure of this student group is relatively high,but students at different levels have many obstacles in the transfer and application of knowledge in single line bridge,double line bridge and application in production and life.In terms of the specific content presented by each type of knowledge content,it can be concluded that the cognitive structure is unstable,unclear,and prone to being biased and generalized.(3)Analysis of the difficulties and causes of learning for first year high school students:Students are currently in the transition stage from junior high school to senior high school,and their knowledge is tentative.Therefore,the difficulties that students face in learning redox reaction are mainly reflected in the more misconceptions and poor cognitive structure of knowledge.The reasons for the above difficulties may come from the teacher or the students themselves.Based on the research results of the survey,the following suggestions are proposed: at the teacher level,it is necessary to(1)Reasonably analyze the curriculum standards and accurately grasp the requirements of the new curriculum standards;(2)Compare the content ideas of different versions of textbooks and select appropriate materials;(3)Infiltrating dialectical thinking in teaching and cultivating students’ critical spirit;(4)Choose appropriate teaching strategies and build a knowledge system;(5)Design layered assignments to promote the development of different students.At the student level,it is necessary to internalize knowledge points in a timely manner and improve the knowledge framework system.Among them,Appendix 8 and Appendix9 provide corresponding teaching reference cases for teachers.Finally,the limitations of this study are explained to propose future research prospects.