“盐类水解”这一知识点是高中化学课程的重要内容，也是学生的重要认知领域，由于它承载着独特的教学价值和化学基本观念，在高中化学知识网络中既是“重点”也是“难点”，具有很高的研究价值。能够促进学生认识发展，提高学生认知发展水平的教学是一种基于过程的高水平教学。这种教学理念是以学生的认识发展为核心与目标，积极运用各种现代教学观和教学方式，促进学生将科学知识转化为科学认识的教学。本研究在文献综述的基础上，梳理相关理论，区分核心概念，最终以布卢姆的教育目标分类为理论基础，选定“盐类水解”知识点，建构高中生对“盐类水解”存在的五个认知发展水平的理论模型。利用探查问卷和个案访谈相互结合的方法，来探查被试群体在盐类水解部分的认知发展水平。在此基础上，本文对调研结果进行了分析，提出“盐类水解”教学中能提高学生认知发展水平的有效教学改进策略，并通过实证研究得出结论：基于学生认知发展水平的教学有助于促进学生的认识发展，有助于学生化学基本观念的培养与形成。论文第一部分为问题的提出。从盐类水解知识的教学价值以及中学教学中关注学生认知发展水平的教学意义出发，阐述本研究的重要性，提出研究的主要问题。第二部分为研究过程与方法。明确研究思路，确定研究对象、研究方法、研究工具和研究内容。第三部分为文献综述。对国内外已有的相关研究进行概述并分析。第四部分对文中涉及的核心概念进行界定，包括认知，认知发展水平，认识发展等。第五部分依据布卢姆的教育目标分类学和新课程标准对认知性学习目标水平的划分，建构高中生对“盐类水解”存在的五个认知发展水平的理论模型。第六部分设计探查问卷，结合个案访谈，确定学生“盐类水解”知识的认知发展点。第七部分依托于第六部分，提出促进学生认识发展的“盐类水解”教学改进策略。第八部分为实证研究，通过教学实验研究，得出相应结论。第九部分为对本研究的小结以及对后续研究的初步计划与研究展望。

"Hydrolysis of salts" is an important content of high school chemistry curriculum, also the students' difficulties in understanding the chemistry knowledge system. The concept of "hydrolysis of salts" carries the unique value and the basic concepts of Chemistry Teaching which makes this content valuable to study. Promoting the cognitive development of students and improving the level of cognitive development of students is an important significance of high-level teaching. Focusing on the students’ learning process , taking students' cognitive development as the core and goal and with the help of modern teaching concepts and teaching methods, it promotes students' scientific knowledge into the scientific understanding .Based on the literature review, and the relevant theories, this study finally refers to B•S• Bloom's taxonomy to construct a theoretical model of the five cognitive levels of students in studying "hydrolysis of salts". Using the questionnaire and interview, to spy on the subjects in cognitive development level of hydrolysis of salts is the main methods of this study. On the basis of this, this article has carried on the analysis to the results, which puts forward the"hydrolysis of salts" teaching strategies to improve the level of cognitive development of students, and comes to conclusion by an empirical study: it helps to promote the cognitive development of students and form the basic concepts of chemistry.The first part of the paper is to put forward the problem. From the teaching value of hydrolysis of salts of knowledge and the focus on the significance of cognitive development of students in middle school, it states the importance of the research, and puts forward the main problems of this study. The second part is the research on the process and methods, to clarify research ideas, determine the object of study, research methods, research tools and research content.The third part is about the literature review. The related research both at home and abroad are summarized and analyzed. The fourth part gives the definition of the core concepts involved in the paper, including cognitive, development of cognitive level, the students’ awareness development.The fifth part is on the basis of Bloom's taxonomy of educational objectives and the division of cognitive learning target level from the new curriculum standard, the theory model of "five levels of cognitive development of salt hydrolysis" exists in the construction of high school students. Part VI is to design exploration questionnaire, and determine students cognitive development points of "salt hydrolysis" knowledge with case interview.Part VII is relied on the sixth part, raise the improvement of teaching strategies.Part Ⅷ is empirical research. According to the experimental study of teaching, finally draw the appropriate conclusions. Part IX is a preliminary prospects for the follow-up study plans and summary of this study.