The Research Of High School Chemistry Problem-diven Teaching Based On "Model Cognition"

In the process of consolidating the achievements in poverty alleviation,realizing rural revitalization and building socialist modernization,innovative talents are strategic resources for achieving high-quality development.With the characteristics of practicality and application,chemistry is an important component of many disciplines in natural science.It is an important component of many disciplines in natural science.Not only does it play a pivotal role in cultivating students’ learning abilities and qualities in the process of becoming talents,but also it plays a key role in establishing morality and cultivating people.Students who only memorize by rote can not master basic knowledge,but will affect their interest in learning chemistry.Students with active learning consciousness,independent exploration ability and innovative spirit are talents needed for social development.These abilities need to be based on good chemical thinking ability.Model cognitive literacy is the ability of students to learn chemistry from the perspective of thinking.Therefore,it is of great significance to develop students’ model cognition and problem awareness in chemistry teaching.Starting with how to cultivate students’ model cognitive literacy,relevant research background,research significance and research methods were analyzed in turn.What’s more,the status quo of chemical model education and learning at home and abroad,relevant conceptual explanations and educational theoretical basis were sorted out.And finally the problems and difficulties in the process of model cognitive literacy training were summarized.Before teaching practice,the characteristics of high school chemistry model knowledge were summarized.Then the problem-driven teaching procedure and corresponded teaching strategies of high school chemistry model based on model cognitive literacy were constructed.According to the teaching strategy,the problem-driven teaching case of high school chemistry model based on model cognitive literacy were designed for teaching practice.Through the analysis of the practical results,the conclusions have been drawn:(1)The main position of students in the teaching process has been highlighted;(2)Attention has been paid to the cultivation of students’ problem awareness and questioning spirit;(3)The degree of students’ mastery of the model has been evaluated from multiple perspectives;(4)The students’ model cognition level has been improved;(5)Students’ chemical thinking has been activated;(6)Students’ awareness of active learning has been enhanced.The paper is divided into four parts:Part Ⅰ: Describe background,purpose and significance of the research.And clarify the research ideas and methods.Part Ⅱ: Collect the research status,sort out the teaching theory,and define the research concept.Part Ⅲ: Investigate the current situation of teaching in order to collect the current teaching and learning problems.In that way to construct the problem-driven teaching procedure and teaching strategy of high school chemistry model which based on model cognitive literacy.Part Ⅳ: Design teaching cases,carry out teaching practice,summarize teaching and draw research conclusions.Conclusions:(1)Ensuring that students are the main positition of learning is good to promote them to learn the core of chemical models;(2)The application of problems of chemistry in high school effectively drives students to think actively;(3)The cultivation of studengts’ model cognitive literacy strengthens their development of chemical thinking.