An Empirical Application Study On The Transformation Of Chemical Declarative Knowledge To Procedural Knowledge

Information processing psychology divides knowledge into declarative knowledge and procedural knowledge The learning of procedural knowledge is a requirement of the new high school chemistry standard,a need for the quality improvement of chemistry education,and a developmental demand of cognitive psychology.In the current college entrance examination paper,the form of questions in chemistry is more flexible,and the core requirements of the college entrance examination and the change of the examination content also put forward higher requirements for students’ procedural knowledge of chemistry.Research on the teaching of procedural knowledge in chemistry is mainly based on theoretical level,and there are large gaps in its practical research.This study investigates the transformation of declarative knowledge to procedural knowledge in chemistry,investigates the current teaching status of procedural knowledge,and analyzes and sorts out the procedural knowledge and its corresponding transformable declarative knowledge in the high school chemistry textbook based on the Human Education version,proposes teaching strategies to promote the transformation of declarative knowledge to procedural knowledge in chemistry,and conducts an empirical study on it.The content of this thesis is divided into six main parts.Part Ⅰ: Determining the selected topic.Review the literature,elaborate the significance of the selected topic in terms of the requirements of the new curriculum of high school chemistry,the need for quality improvement of chemistry education,the requirements of the Proficiency Assessment of the Examination Program and the development needs of cognitive psychology,and determine the research content of this study based on the current status of research on teaching procedural knowledge in chemistry.Part Ⅱ: Core concept definition and theoretical foundation.This part mainly defines the core concepts of chemical declarative knowledge and chemical procedural knowledge,understands their connotation characteristics,processing mechanisms and learning stages,and then provides theoretical support for the whole study based on the development and classification of knowledge,knowledge processing theory,research at the neurophysiological level,information processing theory and constructivist theory.Part Ⅲ: A survey of the current status of teaching and learning procedural knowledge in high school chemistry.Combined with the analysis of related literature,we used the classroom observation method to observe the teaching of 16 lessons of high school chemistry teachers to find out the problems;we used the paper-and-pencil test method to investigate the learning of high school students’ procedural knowledge of chemistry to understand their mastery of procedural knowledge of chemistry.From the current situation,teaching research on the transformation of declarative knowledge of chemistry into procedural knowledge was conducted.Part Ⅳ: Classification and summarization of procedural knowledge and its transformable declarative knowledge in the compulsory high school chemistry textbook of the Humanities version.This study analyzes the knowledge contents of the Compulsory 1 and Compulsory 2 textbooks of the general high school chemistry textbook of the Human Education version,and classifies the procedural knowledge of chemistry in terms of the application-based knowledge of chemical principles,computational skill-based knowledge,and experimental skill-based knowledge based on Anderson’s knowledge classification theory and the differences in students’ outward behavior after learning chemistry.Part Ⅴ: A study of teaching strategies to promote the transformation of declarative knowledge into procedural knowledge in chemistry.Starting from the processing stages of chemical procedural knowledge,teaching strategies to promote the transformation of chemical declarative knowledge into chemical procedural knowledge are proposed based on the knowledge processing mechanism and the types of chemical procedural knowledge.And based on the teaching strategies proposed in the study,specific teaching design is carried out with the knowledge point of redox reaction as an example.Part Ⅵ: An empirical study on the conversion of declarative knowledge of chemistry into procedural knowledge.Based on the teaching strategies proposed in the study to promote the conversion of declarative knowledge into procedural knowledge in chemistry,specific teaching was practiced to test the feasibility and effectiveness of the proposed teaching strategies by analyzing three aspects: students’ test scores,students’ questionnaires,and front-line teachers’ interviews.The following conclusions were obtained from the above research contents:(1)The current situation of teaching and learning procedural knowledge in high school chemistry was revealed.In the current teaching of procedural knowledge in high school chemistry,teachers’ understanding of procedural knowledge is vague,and the inappropriate choice of teaching strategies affects students’ mastery of procedural knowledge in chemistry;(2)the procedural knowledge and transformable declarative knowledge in a total of eight chapters of the compulsory textbook of high school chemistry in the Human Education version are summarized;(3)the teaching strategies to promote the transformation of declarative knowledge into procedural knowledge in chemistry are proposed.(1)the declarative stage of procedural knowledge in chemistry: context creation,multisensory teaching and variation practice;(2)the procedural stage of procedural knowledge in chemistry: overall decomposition,linkage orientation,variation practice and feedback,example teaching and construction of knowledge network diagram;(3)the automation stage of procedural knowledge in chemistry: cognitive apprenticeship and combination of intellectual skills and motor skills;(4)through quasi-experimental research,it was proved that the teaching strategy proposed in this study to promote the transformation of chemical declarative knowledge into procedural knowledge is effective and feasible;(5)in view of the current teaching and learning situation of secondary school chemistry,this study also proposes teaching suggestions for chemistry teachers:(1)strengthening the awareness of knowledge classification;(2)adopting appropriate teaching strategies;(3)choosing appropriate teaching methods.