The Analysis On The Process Of Poor Chemistry Learners' Problem Solving In High School And The Empirical Research On Its Countermeasure

By comparing and contrasting the differences in problem-solving between good learners and poor learners in chemisty learning due to the differences in declarative knowledge and procedural knowledge and cognitive and metacognitve factors, the essay conducts a survey trying to discuss and find out the possible factors that affect poor learners' performance in learning chemistry. The results show that:1. Poor learners not only differ much from good learners in declarative knowledge but also in procedural knowledge.2. The understanding and the analysis of the question, together with the technique used in solving the problem and procedural assessment have an obvious effect on poor learners when it comes to solving the problem.3. The key to solving the problem lies in the understanding of the target problem. Failing to understand the question is the prime factor that makes them unable to work out the complex problem. They cannot possibly locate the original knowledge, not to mention their poor ability to establish a whole new one. Adding more textual information to the problem is beneficial to help students solving it.4. Good learners tending to view the problem as a whole, focus on the interner connection between the information provided and prefer to use representational strategy. In contrast, poor learners are more likely to use retelling and key information strategy.5. Poor learners differ greatly from good learners in self- assessment. Poor students often fail to make a correct assessment about themselves.Based on this survey, the following teaching measures are adopted to interfere in students' learning.1. Advising poor learners to improve their way of memorizing declarative knowledge by combining all senses so as to systematically construct their knowledge2. Asking poor learners to add an extra procedure in solving the problem, that is showing the internal connection by drawing diagrams.3. Emphasizng on teaching students how to understand the question correctly and effectively by instilling useful learning strategies.4. Strengthening the teaching of techniques in solving the problems with the intention of helping improving students' conductive and deductive abilities.5. Encouraging students to reflect on what they've learned by stopping from time to time to assess their problem-solving procedure and eventually making proper ajustments and improvement.These meaures are applied in practical teaching. Relevant data involved in pre-test, testing and post-testing are collected and analyzed and the result proves that these interferences in teaching are effective in helping poor students to improve their academic performance.