Abstract This paper analyzed high school students' cognitive development from compulsory stage to optional stage based on the theory of cognition and high school students' chemical equilibrium cognitive model, implemented teaching designs of promoting students' cognitive development, and compared it with traditional teaching designs that attached importance to knowledge. The test data showed that teaching designs of promoting students' cognitive development was better. This paper also suggested that teachers should fully tap the cognitive functions and values of chemical equilibrium constant and implement classroom teaching around chemical equilibrium constant to build and develop students' cognition.
SONG Yue, WANG Lei. Chemical Equilibrium Teaching Designs for Promoting Students' Cognitive Development[J]. Chinese Journal of Chemical Education, 2016, 37(15): 23-32.