元素周期律是高中化学的核心知识之一，元素周期律是元素性质周期性变化的表现，这部分知识的特点是概念原理比较抽象。在中学化学新课改中，中学阶段的知识体系及教学的重难点都发生了一些改变和调整，但是有关元素周期律的知识在中学化学中仍然占着非常重要的地位。通过对全国高考试卷的分析，发现对元素周期律知识的考查由“基础规律的应用”逐渐向“综合理解应用”上提升，越来越注重学科能力的考查。 在中学阶段进行元素周期律主题学习时，不同学生之间存在着较大的差异。有些学生能够抓住元素周期律的本质，从结构上去理解元素周期律，在陌生的情境下运用相关知识和能力解决问题。有些学生对知识的掌握主要停留在识记层面。认知水平的提高是这部分知识的教学重点之一。因此，只有深入研究学生对于元素周期律的已有认知水平才能更有效、更有针对性地提高学生的认知。 本研究参考《普通高中化学课程标准》及《高考考试说明》，以布鲁姆教育目标分类学及 biggs 的 SOLO 分类法作为理论基础，以元素周期律主题为研究点，构建元素周期律主题的五级认知发展水平理论模型。利用《元素周期律后测卷》的测试情况，分析通过新授课后学生对于元素周期律主题所达到的认知发展水平，然后通过对结果的统计分析，提出元素周期律教学中提高学生认知发展水平的教学改进措施，并且通过下一轮的教学实践得出相关研究结论。

Periodic law of elements is one of the core knowledge of high school chemistry. Periodic law of elements is a manifestation of periodic changes in the properties of elements. This part of knowledge is characterized by abstract concepts and principles. In the new curriculum reform of middle school chemistry, there have been some changes and adjustments in the knowledge system and key points of teaching in middle school, but the knowledge of periodic law of elements still plays a very important role in middle school chemistry. Through the analysis of national college entrance examination papers, it is found that the examination of periodic law of elements is gradually improved from “application of basic laws” to “application of comprehensive understanding”, and more and more attention is paid to the examination of discipline ability. There are great differences between different students when they study the periodic law of elements in middle school. Some students can grasp the essence of periodic law of elements, understand periodic law of elements from the structure, and solve problems in unfamiliar situations with relevant knowledge and ability. Some students’ mastery of knowledge mainly stays at the level of memorization. The improvement of cognitive level is one of the key points of this part of knowledge teaching. Therefore, only by deeply studying students’ existing cognition level of periodic law of elements can students’cognition be improved more effectively and pertinently. With reference to the curriculum standards of ordinary senior high school chemistry and college entrance examination notes, this study takes broome’s taxonomy of educational goals and biggs’s SOLO taxonomy as the theoretical basis, and the periodic law of elements as the research point to construct a theoretical model of the five-level cognitive development level of the periodic law of elements. Using the periodic trends after volume measurement test, analysis through new teaching students for periodic trends after the cognitive development level of the subject and then through statistical analysis of the results, the proposed element periodic law teaching in teaching improvement measures to improve the students’cognitive development level, and through the teaching practice of the next round of related research conclusions.