Rearch On Grade One Student's Problem Solving On Mole

With the direction of modern cognitive psychology, the paper focuses on the discrepancy among gifted, average and problem students in senior one when solving 'amount of substance' problems in chemistry study. This paper mainly adopts the research techniques of group testing and case analysis.The author proposes that: ① the prior chemical knowledge regarding 'amount of substance' in students' cognition structure is the base of 'amount of substance' problem solving; ② how the concept of 'amount of substance' are constructed in students' cognition, may have an essential impact on 'amount of substance' problem solving; ③ math skills may affect students' solving 'amount of substance' problems.The result of study shows: ① As far as the prior chemical knowledge regarding 'amount of substance' is concerned, it shows a clear discrepancy among gifted, average and problem students. The discrepancy is mainly in understanding and calculation of 'the composition of a solution'. ② As far as the construction of concept of 'amount of substance' is concerned, average and gifted students have a discrepancy in quality, while problem students are worse than gifted students both in quantity and quality. ③ The three types of students all have the math skills, which is necessary when solving 'amount of substance' problems in this study. ④ The teaching of expert teachers and novice teachers has no impact on 'amount of substance" problem solving, which is comparatively easy in senior one. ⑤ There is a clear positive relevancy between the results of prior knowledge regarding 'amount of substance'test and 'amount of substance' problem solving test. ⑥ On the results of 'amount of substance' problem solving test, there is a clear discrepancy among gifted, average and problem students. The discrepancy is mainly in moderate and comparativly difficult level problems. ⑦ The prior chemical knowledge regarding 'amount of substance', the construction of concepts of 'amount of substance' and the quantity of chemical knowledge existing in students' cognition are the important factors that affect 'amount of substance' problem solving.