Exploring The Relationship Among The View Of Essence Of Model,Modeling Ability And Academic Achievement Of Chemical Normal Students

With the promotion of education reform,the focus of the research on chemical teaching and chemical education is the ability,and the modeling ability is the key ability in scientific research and chemical learning.In the studying of modeling ability,there are research focusing on the relationship between the modeling ability of students and academic achievement,the relationship between the view of essence of model and the students’ modeling ability,but the relationship among the view of essence of model,modeling ability and academic achievement haven’t involved.On the basis of related literature,this study developed a covalent bond theory achievement test paper,and interview tool of modeling ability of the covalent bond.we will deeply investigate normal students’ status of the view of essence of model,the development situation of modeling ability,and the relationship among the view of essence of model,modeling ability and academic achievement.This study is mainly divided into six parts:the first part is the introduction,which is divided into research background,research significance,research content,research design and research method.The second part is literature review，which is mainly divided into the definition of related concepts,domestic and foreign research reviews and research revelation.The third part for the development of research tools and inspection,this research designed two research tools,covalent bond theory test paper and semi-structured interview outline of covalent bond.This part is mainly the design research and inspection of tools.The fourth part is the research result and discussion.The collected data is analyzed by means of quantitative and qualitive ways.The fifth part is research conclusion and reflection.Results show:(1)Normal students’ the view of essence of model is maintained at the average level of 2.95.The perspective of methodology has the high average,at 3.06,followed by the perspective of ontology,with the perspective of epistemology least.Normal students have better understanding in the function of the model and the modeling process.On the contrary,relatively less well on the ontological understanding of model.In the different gender groups,Students’ perspective of ontology and epistemology is not having significant difference,but their perspective of methodology have significant difference.The level of cognition of male students in the methodological dimension is significantly higher than that of female students.In the different instructor group,the ontological dimension and the dimension of methodology,the teaching of instructor doesn’t matter to student’s view of essence of model,there is no significant difference in ontological dimension and methodological dimension,students’ understanding of the function of the model and the modeling process have significant differences.In different academic achievement groups,high-achieving,middle-achieving,low-achieving students have no significant difference in the view of essence of model.This means that students’view of essence of model have the same level,the student’academic achievement had no significant correlation with the view of essence of model.(2)In different academic achievement groups,students’modeling ability has significant difference.In the model selection,model selecting ability of high-achieving students was obviously higher than that in the middle-achieving students and low-achieving students;In the model construction,modeling ability of high-achieving students was obviously higher than that in low-achieving students,but modeling ability of high-achieving students have no significant difference with low-achieving students and middle-achieving students;In model validity,modeling ability of high-achieving students is obviously better than in the middle-achieving students and low-achieving students,middle-achieving students’modeling ability is obviously better than in the low-achieving students;In the model application,there is no significant difference among high-achieving,middle-achieving and low-achieving students.In model deployment,there is no significant difference among students which have different academic achievement.The coefficient of rank correlation between modeling ability and students’ academic achievement is 0.811.They have strong correlation,shows that students’modeling ability have a huge effect on academic achievement.(3)There is no linear correlation between view of essence of model and modeling ability of normal students,and there is a significant linear relationship between the modeling ability and students’academic achievement.The view of essence of model is not directly effect on students’academic achievement,but modeling ability influence students’academic achievement.It shows that modeling ability of normal students have directly effect on students’academic achievement,which have not mediating effect,deny the original hypothesis.