Research On The Design And Practice Of High School Chemistry Teaching Based On "Model Cognition" Literacy

With the advancement of the new college entrance examination system and in line with the trend of educational reform,the high school chemistry curriculum standards point out that students’ core literacy in chemistry should be cultivated.Among them,model cognitive literacy,as an important way of thinking,needs to be consciously cultivated by teachers.However,at present,China’s high school teaching tends to neglect the cultivation of students’ model cognitive ability,resulting in students encountering many difficulties in the process of chemistry learning,which affects students’ enthusiasm for learning chemistry.Cultivating students’ model cognitive ability in the process of high school chemistry teaching can help students form a good way of thinking,improve students’ learning efficiency and problemsolving ability,give full play to the educational function of chemistry courses,and implement the fundamental task of cultivating virtue and cultivating people.Therefore,this study will take model cognitive literacy as the core concept,further cultivate students’ model cognitive literacy by constructing a high school chemistry teaching model based on model cognition,and conducting teaching design with molecular crystals as the endpoint.Firstly,this study uses questionnaires to grasp the teaching status of high school chemical model cognition from six dimensions.Through the survey,it was found that the tested students basically knew the model,and most of the students had a positive attitude towards the model,believing that the model could better understand knowledge and solve problems,but there were big problems in constructing the model and applying the model.Secondly,based on the core concept of model cognition,this study improves the existing teaching mode and constructs a high school chemistry teaching model based on model cognition based on the core concept of model cognition.The model includes six teaching links: creating a situation,understanding the model,constructing a model,analyzing the model,perfecting the model,and applying the model,in which the creation of the situation is in the central position,and the teacher can set the situation in any teaching link,which helps to improve students’ enthusiasm for learning.Thirdly,based on the final grade and the previous test score,two classes with the same learning level were selected to do equal group experiments,and covalent bonds,van der Waals forces,hydrogen bonds,and molecular crystals were selected for teaching design based on this model,and the high school chemistry teaching mode based on model cognition was used in the experimental class for teaching,and the control class was taught by conventional methods.Finally,the difference in model cognitive ability between the experimental group and the control group was measured through the post-analysis test paper and interview questionnaire,and then the conclusions and deficiencies were concluded.Experimental studies show that the model-based high school chemistry teaching model constructed in this study has a positive effect on improving students’ model cognitive ability,and at the same time,this model helps students understand chemical concepts and highlights the status of students as the main body of learning.