| Thinking strategies of problem-solving have been one of the focuses in the psychological and pedagogic domains since the 1960' s. From the 1980' s on, the research on problem-solving has been focused on thinking strategy training distinctly. However, there has been little empirical research on thinking strategy training of problem-solving interspersing with chemistry teaching.This paper aims at getting to know the features of the students' inner activities of solving problem when they are given thinking strategy training of problem-solving in activities of normal teaching practice so as to find out the approaches to enhance the students' abilities of chemical experimental problem-solving rapidly.This study employs the experimental designing mode of the experiment-group and the control-group before and after experiment training. SS is the students in two classes of senior grades at random in Zhou nan and No.28 Middle School of Chang sha (altogether 572 students in 12 classes) .The studying materials includes " Pre-testing and Post-testing questions for senior chemical experiments " and " The strategy training course for chemical experimental problem-solving" (edited by myself) .The training time is 16 weeks. The data of testing before and after the training were collected and analyzed by means of SPSS 10.0.Form the results, it concludes that:1 , Thinking strategies training of chemical experimental problem-solving to senior graders can help them distinctly make good progress in solving chemical experimental problem.2, There are no distinctly different results between the students in a key school or a non-key school, the boy students and girl students.3, With this training to the students at different levels, we can get a good result, and, for those students who are at lower level, we can't get a better result.4, There are no distinctly difference of training results between the boy students and girl students.
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