Research On Chemistry Thinking Of Middle School Students

Senior students’chemistry thinking is getting people’s high attention, but systematical research has not been carried out. This thesis answered two questions: what is senior students’chemistry thinking; how are senior students carrying out their chemistry thinking. It is respectively the basic and core question if we want to study this field systematically.The third chapter raised definition of senior students’chemistry thinking. Based on system literature review, this thesis formed the following opinions:we developed new chemistry triangle, which is viewed as chemistry thinking content of senior students; we proposed that chemistry experiment, chemistry language together with visual models are chemistry thinking tools of senior students; we found that chemistry concept is the core form of senior students’ chemistry thinking. Integrating above opinions, we put forward the concept of senior students’chemistry thinking.Based on the view of information processing theory, the forth chapter constructed a model of senior students’ chemistry thinking, including perception filter, working memory space and long-term memory. According to the findings from document research, we pointed out that cognitive space, physical space and emotional space are three components constitute senior students’chemistry cognitive structure, which is stored as a whole in their long-term memory. During chemistry learning, student’chemistry cognitive structure in their long-term memory influences the work of perception filter and the work of working memory space. With coordinated development of three spaces, senior students can get their chemical knowledge, improve their power of perception, edify their emotion, form their values and shape personality.The fifth chapter is about empirical study which examined several views about students’ chemistry thinking. With the aid of teaching, questionnaire, interviews, concept map and chemical experiment, we collected text, audio and video information from students. We used the qualitative analysis software for data analysis. This study revealed the complexity of chemistry learning and the rationality of our opinion.The development of senior students’ chemistry thinking is the bridge from chemical knowledge to chemical literacy during their chemistry learning. The development of chemistry thinking is more than the growth of chemistry knowledge.At the same time, senior students’ reach their whole change of their life.