High School Students To Solve The Psychological Mechanism Of Organic Chemistry Problems

Under the directing of the basics in the Cognitive psychology and Information Processing psychology, the researcher had designed and done a metacognition level test, an organic chemistry test, a original record with Think-Aloud method in the process of organic chemistry problem solving, and a complementary test about the metacognition level in the real case of organic chemistry problem solving, and had contrasted the degree of constructed conception with 16 representative subjects. The results suggest: (1) There are obvious differences at metacognition level and the degree of constructed conception in the cognitive structure between the high-achieving students and the under-achieving students; (2) Differences of the degree of constructed conception between the high-achieving students and the under-achieving students are the number of node, of hierarchical levels, and of proposition. By the number of proposition, one can assess the degree of constructed conception. The quality of hierarchical levels determines the number of proposition directly. The essential factor which influences the quality of hierarchical levels is whether one can comprehend concept's connotation and denotation thoroughly or not; (3) Through harmonizing the distribution of attention resource, supervising the progress of cognitive activity and managing cognitive strategy, metacognition can influence the process of organic chemistry problem solving. The degree of constructed conception directly determines operation per se\ (4) In organic chemistry, metacognition provides a possibility for a successful problem solving, but the degree of constructed conception directly determines the results of problem solving. Finally it is recommended that we should pay more attention to the cultivation of metacognition and promote the degree of constructed conception.