化学用语是国际上统一规定的，用来表示物质的组成、结构、性质以及变化规律的一种语言，在九年级学生学习化学的启蒙阶段占有至关重要的地位，也是中考化学必考的核心知识点。学好化学用语，学生才能更好的理解和掌握化学知识，才能具备终身学习化学知识的能力。不论从九年级学生能力发展的角度，还是从中考应试需求的角度，提高九年级学生化学用语认知水平的教学策略研究具有重要的意义。

本研究从新疆乌鲁木齐市第三十八中学九年级学生的学情出发，以布鲁姆和安德森教育目标分类理论以及皮亚杰认知发展理论为指导，结合《义务教育化学课程标准（2022年版）》对化学用语相关知识的具体要求，构建了化学用语的认知水平模型，将九年级化学用语分为五个认知层级：识记、理解、 运用、综合运用、分析评价。本研究的创新点在于构建了化学用语认知水平模型，这是对教育目标分类理论和认知发展理论的创新和实践。

通过教学实践，本研究取到了以下成果：一、根据构建的化学用语认知水平模型，编制了两套测试题以检测九年级学生的化学用语认知水平；二、依据学生的认知水平以及存在的问题，提出了符合学生学情的化学用语相关知识复习教学策略：1. 加强概念辨析，从宏观-微观-符号角度认识物质本质 ；2. 以原子结构和守恒思想为核心，认识物质的微观本质，提高解决问题的能力；3. 化学实验与微观示意图结合，全面阐述化学反应的宏观与微观本质；三、实施复习教学策略，学生的化学用语认知水平得到了提高，说明本研究提出的复习教学策略是有一定的成效，同时整体认知水平还是没有达到分析评价层级，本研究提出的教学策略需要进一步完善。 

本研究通过建立化学用语认知水平模型，据此检测学生的化学用语认知水平，针对学生的学情和学习需求提出针对性的教学策略，提高了学生的认知水平。这样的研究方法有助于教师准确把握学生学情，使课堂教学活动的目标更加明确，教学方法有创新。

Chemical terminology is a unified international langguage, used to express the composition，structure, properties and the rule of change of substances, in the ninth grade students just start to learn chemistry, only by learning chemical terms well students can better understand and master the basic knowledge of chemistry and have the ability of lifelong learning for chemistry knowledge. Whether from the perspective of the ability development of the ninth grade students or from the perspective of the needs of the middle school entrance examination, the research on teaching strategies to improve the cognitive level of the ninth grade students in chemical terms plays great significance.

Based on the learning situation of Grade 9 students in Urumqi No. 38 Middle School, Xinjiang Province, this study, guided by Bloom and Anderson's educational objective classification theory and Piaget's cognitive development theory, and combined with the specific requirements of Chemistry Curriculum Standards for Compulsory Education on relevant knowledge of chemical terms, constructed a cognitive level model of chemical terms. Grade 9 chemical terms are divided into five cognitive levels: memorization, understanding, application, comprehensive application, analysis and evaluation. The innovative points of this study ,is the  construction of the cognitive level model of chemical terms, which is the creation and practice of the classification theory of educational objectives and the theory of cognitive development.

Through teaching practice, the research obtained the following results: First, Based on the cognitive level model of chemical terminology, two sets of test questions were prepared to test the cognitive level of chemical terminology of grade 9 students; Second,  according to the students' cognitive level and existing problems, proposed three teaching tactics : 1. Strengthen conceptual analysis and understand the essence of matter from a macro micro symbolic perspective; 2. Take the atomic structure and conservation thought as the core, understand the microscopic nature of matter, and improve the ability to solve problems; 3. Combining chemical experiments with microscopic diagrams to comprehensively explain the macro and micro essence of chemical reactions ; Third,  the implementation of the review teaching strategy, students' chemical language cognition level has been improved, indicating that the review teaching strategy proposed in this study has results, and the overall cognitive level has not reached the level of analysis and evaluation, and the teaching strategy needs to be further improved.

In this study, the cognitive level of chemical terms was established to detect students' cognitive level of chemical terms, and targeted teaching strategies were proposed according to students' academic conditions and learning needs, so as to improve students' cognitive level. Such research methods help teachers accurately grasp students' learning situation, make classroom teaching goals and teaching activities more clear, and achieve breakthroughs in teaching methods.