A Preliminary Study On The Psychological Mechanism Of The High School Students To Solve Open Chemical

With the big sample group statistic analysis and the Think-Aloud case study, we explored the high school students' level of creative thinking and the ability of solving the open chemistry problem. According to the basic theory in the Cognitive psychology and Information Processing psychology, we studied the factors which influence the open chemistry problem-solving and how the high school students select thinking strategy during the open chemistry problem-solving, and investigated the correlation between the open chemistry problem-solving and creative thinking. The results suggest that: First, the high school students' creative thinking has developed to a certain degree, but levels of all high school students is still not high. This is because the traditional teaching style doesn't pay much attention to the cultivation of students' creative thinking. Second, many students are skilled in solving routine problem, but they have difficult in solving nonroutine problem. In the traditional teaching, the problems are often routine problems, so the students solve problems in a simple way. They can't change thinking strategies in the face of some complicated problems. Third, during the open chemistry problem-solving process, the basic knowledge will affect representation of the open problems, then have an effect on the open problem-solving while the choice of thinking strategies are deeply affected whether they have creative thinkings or not. In the paper the author pointed out that students must do some routine problems in order to master basic knowledge. They also need to do more open chemistry problems so that their ability to solve real-world problems could be developed. As chemistry educators, we must pay more attention to the open chemistry problem teaching.