High School Students To Solve Chemical Information Given To The Study Of The Problem

Problem solving is not only an important cognitive and thinking activity, but also the core of human intellective activity. Subject problem is an important field of problem solving study. Chemistry information giving problem is a kind of remarkable problem that frequently present to all kinds of chemistry examination recently. It is very unique to check independent self-study, agile thinking, knowledge transfer.With the direction of psychological theory and learning theory, we adopt questionnaire investigation, verbal report and interview method to make systematic research to senior high school student solving chemistry information giving problem. Comparison of the cognitive difference about two kinds of student solving chemistry information giving problem, we expect to find out the key factor influencing students solving this kind problem, promote students' ability of problem solving, enrich theory of chemistry problem solving and offer scientific proof to curricular design teaching decision—making.We find the factors of influence students solving chemistry informationgiving problem are personal cognitive structure, representation and strategy,metacognition. In the course of problem solving, personal cognitive structure,strategy and metacognition interactive in the form of complementation. The goodlearners' elaboration degree and organization degree of cognition structure ishigher, and the generality, stability, distinguishability of knowledge arehigher than the poor learner obviously. In the course of problem solving, thegood learners' representation go deeper into the essence of problem, and thestrategy of problem solving adopted is competent, the result is obvious; the poorlearner' representation is more superficial, and the strategy of problem solvingadopted is poor, the result is not obvious. At metacognition comparison, we findthe good learners know one' s own, task and strategy more clearly than the poorlearners, and it is more favorable to solve problem. The good learners experiencethe degree of difficulty of the problem and understand the progress of solvingproblem more clearly than the poor learners. The good learners' control of thesolving problem points to the goal state of the problem more, while the poorlearner' this kind of control ability is weaker relatively. And the suggestionabout the study and teaching of chemistry information giving problem, the development of chemistry information giving problem were put forward.