Research Of Designing Chemical Problem Situations For Promoting Students To Constructing Cognitive Structure

The basic goal of China's current reform for basic education curriculum teaching is to change the traditional view of education, innovate traditional teaching methods, transfer the concept about student learning and develop better studying methods. We set up will these views: students are the central mans in learning and the ultimate goal of education is to promote students comprehensive and harmonious developing. The responsibility of teachers is not to teach students knowledge only, and, more important, is to teach students how to learn. Creation of appropriate problem situations is an important way to achieve this goal. And the construction of cognitive structure in chemistry is the ultimate goal and results for student learning chemistry. This paper studied creation of problem situations about chemistry teaching. Hope to promote the construction of students'cognitive structures and optimize the classroom teaching in high school chemistry in the proposal stage of the problem by creating suitable problem situations.In this paper, based on the theory studying, basic principles of creating chemical problem situations for promoting students to understand the construction of cognitive structure has been reformed, the main form and approach, as well as ways for the creation of problem situations for the promotion of students'cognitive structure in different types of courses, and so on. The basic principles of creating problem situations are the principle of science, the principle of main, the principle of level, the principle of moderation, the principle of instruction, the principle of purpose, and the principle of dialogue. The forms of creating problem situations for the construction of the cognitive structure have assimilation, adaptation, parallel, and balance. The approach of creating problem situations are the combination of practical problems emerging in industrial production and daily life, starting from the chemical exploring experiment, the use of science History, the adoption of stimulated interest causing doubts and review—transformation when Importing new chemical courses, the adoption of contradicting questions and series of hierarchical questions, the use of comparative analysis and summary when ending new chemical courses, the learning of solving a class of problems by solving a problem in chemistry review lessons, and starting with an open problem situation to expand the depth and breadth of students'knowledge.In this paper, the level of student interest in learning, the current situation of cognitive structure and the capability of solving problem was understood by questionnaires and interviews about chemical interest in learning. Experimental study of classroom teaching with applying the theory of creating problem situations had been carried out. The results show that the use of situations creation of chemical problem studied in this paper can effectively promote the construction of cognitive structure of chemical knowledge.