The Research On The Imformation Process In The Chemistry Inference Questions Of Senior High School Students

Problem-solving is not only an creative activity, but also the key to the intellectual activity of human beings. How to develop the students' ability of analyzing and solving problems is one of the major goals of chemistry teaching, which depends on the information processing when students deal with questions. Chemistry inference question have become the commonest type in all kinds of chemistry exams, in which the students'ability of information processing and using knowledge is tested.The research is based on the theory of cognitive Psychology and Information-processing psychology. The writer uses questionnaires, oral presentations and interviews to find out the differences between students information-processing. By comparing different students performances, the writer intends to find out the key factors in students problem-solving ability, so as to improve their ability in learning chemistry.The results of the study are as follows:â‘ High school students have some differences in information processing while encountering chemistry inference question. Students are better at processing effective information than interferential one. While among effective information, dominant information is more frequently realized than recessive one. The expressing way of information questions impacts students' understanding, and they have worse performance in analyzing chart information and picture information than language information.â‘¡Students also show differences in processing information in different situations. There' re not many differences in the circumstances of social life and latest science achievement, except materials of chemistry learning, especially these ones for financially trapped students. So the reason is that differences exist in utilizability, distinguishability and stability of the students' cognitive structure.â‘¢Information questions can be divided into 2 types, learned knowledge transferred and new knowledge transferred, which is based on the similarity of the information given and the students' knowledge gotten. While solving different types of problems, their ability of information catching is almost the same, but the time costs and whether use a correct expression in information coding and outputting are obviously discrepant.