A Systematic Study On Concept Formation And Problem Solving Of Redox Reaction

The principle about Redox Reaction is a main clue through the knowledge system of all the junior and senior Chemistry, which is the teaching emphasis and the difficulty. Most of the studies on Redox Reaction are the empirical summaries in their teaching process, and seldom refer to the students' intellectual activity and psychological characteristics. In view of that, this thesis studies systematically concept formation and problem solving of Redox Reaction associating with the law of cognitive development.This thesis consists of three parts as follows:Part 1 is the overview. Firstly, we outline the practical and teaching value of the principle about Redox Reaction. Moreover, we sum up the present condition of studying and developing on Redox Reaction at home and abroad. In addition, we put forward the aims of the study and the basic assumptions.Part 2 is about the experimental studies, which involves three sections.Study 1: This section studies the students' preconception through a test and interview, which are in Grade one of senior high school.Study 2: A test about the discrimination of the concept of Redox Reaction on two levels is given to the students in different grades, sex and degree. With the help of mapping, interview and statistical analysis, we draw a comparison from the students' intellectual activity and psychological characteristics on concept formation and problem solving of Redox Reaction between the students who are excellent and slow, then we conclude that the students who are excellent show insight and those are slow show gradual refinement. We deduce that senior grade one is the differentiation period of concept formation of Redox Reaction and that the students are amending their psychological model step by step.Study 3: A test about the problem solving of Redox Reaction on three levels is given to the students in different grade, sex and degree, with the oral report, interview and statistical analysis, we consider that there is a significant correlation between the students' level of concept and problem solving of Redox Reaction who are in the senior grade one and grade two, while not significant in the senior grade three. In addition, the meta-cognition capability is an important factor influencing problem solving.Part 3 is conclusions and revelations. We should better give the students more interpretation strategy and instruction so as to make their conceptual systems perfect in the course of concept formation of Redox Reaction. The teachers had better give the students more training about conceptual mapping. Thirdly, the meta-cognition capability should be enhanced. Finally, there is an interpromomtion and mutual check relation between concept formation and problem solving.