A Survey On Cognitive Impairment Of “Periodic Law Of Elements (Table)” Among Grade 12 Students In County Middle School

Cognitive impairment refers to the difficulties and obstacles in information processing,knowledge expression,application and construction caused by the defects of cognitive structure and cognitive ability of students with normal intelligence in the learning process."Periodic Law of Elements(Table)" is the theoretical basis for systematic learning of inorganic chemistry knowledge system,as well as an important tool for learning and studying chemistry.It is the core knowledge of middle school chemistry course,as well as the key and difficult point of middle school chemistry teaching.Students will have learning difficulties and obstacles in the process of learning "Periodic Law of Elements(Table)".Therefore,it is of great practical significance and value to study the cognitive impairment in learning "periodic Law of Elements(table)".According to the interviews and surveys,based on the General High School Chemistry Curriculum Standards(2017)and combined with the knowledge characteristics and teaching requirements of the "periodic law of elements(table)",a three-paragraph "questionnaire on cognitive impairment of the" periodic law of elements(table)"of senior three students" was edited.After the survey of 452 senior three students and the questionnaire data processing with SPSS26.0 software,the following conclusions can be obtained through data analysis:(1)Senior three students have moderate cognitive impairment in learning "Periodic Law of Elements(Table)".(2)In the first-level dimension,students have moderate cognitive impairment in verbal information,wisdom skills and metacognitive dimensions;In the secondary dimension,the students’ problems,from slight to serious,are as follows: the expression of "the position of elements in the periodic table",the application of "the comparison between the strength and weakness of gold properties(nonmetals)",and the understanding of "the content and essence of the periodic law of elements".To a lesser extent,there are acquisition barriers and metacognitive experience dimensions of "the pattern of extrinsic electron arrangement".In the medium degree,there are: "First ionization energy(electronegativity)magnitude comparison" analysis application barriers,"position-structure-property relationship" construction obstacles,metacognitive monitoring dimension;There is a serious degree: "atomic(ion)radius size comparison" analysis barrier is in a serious degree;The problems are as follows:the obstacle of "exploring the law of the nature of the same period and the same main group",the obstacle of the transfer of "the application of the periodic law of elements",and the metacognitive knowledge dimension;(3)Senior three students have different degrees of cognitive impairment in the learning process of "Periodic Law of Elements(Table)" in different cognitive processes.In the cognitive process,there are slight problems in memory and understanding process;moderately,analysis and application process;seriously: evaluation process;more seriously: creation process.(4)Senior three students are affected by different factors in the learning process of "Periodic Law of Elements(Table)".There are significant differences in cognitive impairment of "Periodic Law of Elements(Table)" among senior three students from different types of schools,different genders,different grades and different examination combinations.The cognitive impairment of the students participating in the Olympic competition is less than that of key middle schools and ordinary middle schools,boys less than the girls,the students with good performance less than the students with poor performance,students studying physics,chemistry and biology less than students studying physics,chemistry,politics or geography.(5)The causes of cognitive impairment of "Periodic Law of Elements(Table)" include the characteristics of knowledge,students themselves,schools and teachers.The reasons about knowledge characteristics: "Periodic law of elements(table)" knowledge abstract,similar concept interference;The reasons about students themselves: low ability of experimental inquiry,insufficient development of high-level thinking,poor learning habits,low metacognitive ability;Reasons about schools and teachers: teachers’ shallow understanding of subjects,single teachers’ teaching methods,and the insufficient experimental conditions of schools.Based on the above research conclusions,the following teaching suggestions are put forward:(1)Attach importance to knowledge structure,promote subject understanding,and reduce cognitive impairment;(2)Deepen core concepts,cultivate higher-order thinking,and break through cognitive barriers;(3)Strengthen the teaching of fine terms and train students to use standardized chemical terms;(4)Adopt diversified teaching strategies and attach importance to developing students’ experimental thinking;(5)Strengthen metacognitive training to improve students’ selfregulation ability.