Research On Students' Cognitive Development Level Based On The Core Literacy Of Middle School Chemistr

Ion reaction and balance in aqueous solution is an important part of the chemistry knowledge system in senior high school level.It is one of study difficulties for students to master,and also a key and difficult point in college entrance examination,and moreover a concentrated expression of chemistry core literacy.Therefore,ion reaction and balance in aqueous solution is full of teaching value.A comprehensive understanding and skillful application of the relevant concepts and theories of ion reaction and balance in aqueous solution is a must for understanding and mastery of other equilibrium,and properties and applications of acids,bases and salts,as well as solving practical problems.How to accomplish a high-level teaching activity on ion reaction and balance in aqueous solution and improving students’ chemistry core literacy and cognitive level turns into one of main concerns for senior high school teaching.As a result,it is of significance to conduct such a research.A high-level teaching,based on students’ cognition and aimed at improving students’ core discipline literacy,flexibly uses a variety of teaching method to promote students’ cognitive level.According to constructivist learning theory and cognitive development theory,and combined with chemistry core literacy,this paper takes the teaching of ion reaction and balance in aqueous solution as the study content and puts forwards students’ four cognitive development level models.The author adopts questionnaires and interviews as it’s the research methods,analyzes the improvement of students’ chemistry literacy consequences who are interviewed in the study.Through the analysis,the paper proposes teaching strategies of ion reaction and balance in aqueous solution which is able to improve students’ chemistry core literacy and cognitive development and concludes that the teaching based on students’ cognition and discipline core literacy is conductive to cultivate and develop students’ discipline core literacy.This paper consists of five parts.The first part is introduction.Focusing on the current teaching situation of "ion reaction and balance in aqueous solution" and the concern for students’ chemistry core literacy and cognitive development level in senior high school teaching,this part elaborates the purpose and significance of the research.The second part is the definition of relevant concepts and literature review,aiming at defining relevant concepts,summarizing and analyzing basic theories.The third part is the research and practice of the teaching design based on the chemistry core literacy and students’ cognitive development level.The fourth part is the results and analysis of teaching practice.According to the analysis of pre-test and post test data,four models of students’ cognitive development level and teaching improvement strategies to improve students’ core literacy and cognitive development level are proposed.The fifth part is the conclusion and prospect.In this part,the paper gives a conclusion of the study and carefully examines the shortcomings,and on the foundation of which suggests some corresponding measures to perfect the teaching.