The Study On Influencing Factors In Chemical Problem Solving Of Students With Learning Difficulties

Today, the world is developing very quikly, knowledge is newing every minute.How to possess the knowledge and ability that we could benefit from all the life has become hotspot problems that people pay more attention to. In basic education field, it is especially important for students to learn"how to learn"and"how to think".Chemistry education is a basic subject in school education.It plays an unreplacable function in raising students'scientific accomplishment. But, many students have difficulties in chemistry learning, their ability of solving chemical problems are very low. In this situation, many chemistry teachers want to help these students to improve their ability of solving chemical problems but don't how to do, because their understanding about influencing factors in chemical problem solving of students with learning difficulties are not very clear.With the direction of cognitive psychology,constructivism and other relevant theory, we adopt analyzing students' cognitive products ,verbal report and questionnaire survey and other methods to do a systematic research on students'thinking process during chemical problem solving.Through comparison of the differences between excellent learning students and student with learning difficulties in chemical problem solving, we expect to find out the key influencing factor of students'chemical problem solving, and offer scientific proof to chemistry teaching, so that to promote students' ability of chemical problem solving, realise the trasfomation of students with chemistry learning difficulties.Through studying, we get the following conclusions:(1) In the process of chemical problem solving, there are many differences between excellent learning students and students with learning difficulties, such as speed,method and efficiency (2) There are three important factors influencing chemical problem-solving, such as cognitive structure of chemistry problem solving strategy of chemical problems, and metacognition. Non-intelligence qualities also influence the chemistry problem solving process of students with learning difficulties.(3) The knowledge content and representation level may influence the degree of knowledge structure. Where as, the degree of knowledge structure defines the extent of problem-solving, and then affects us to choose the strategy of problem-solving.The efficient strategy to solve problems can promote problem-solving and the efficiency of problem-solving; on the other hand, a bad strategy will impede the problem-solving and decline the efficiency. Metacognition monitors the implement of chemistry problem-solving continuously. It penetrates into the whole process of chemistry problem-solving through the influence on the problem representation, strategy choosing, and plan operating.According to these conclusions, we put forward some strategies of promoting students' ability to solving chemical problems, containing optimizing students'chemistry knowledge structure, cultivating students'strategies of chemical problem solving, promoting students'metacognitive ability and cultivating students'non-intelligence quality. We hope that our research could offer some helpful reference for chemistry teachers to improve students' ability of solving chemical problems.