The Experimental Study, The Information Given Type Of Biological Problem Solving Thought Process

Problem-solving is an element of psychological research.Problem-solving was introduced into the field of education by American educator Dewey at the beginning of last century,and was applied to teaching and teaching research.Problem-solving is an advanced process of intellectual activity,which uses thinking as form and target problem as guide.The ultimate goal of teaching is to help students achieve the abilities to solve problem independently by the training of knowledge and skills.In this paper the author elaborately design the test material about biology information-given problem-solving ability for grade two students in junior middle school,which is based on cognitive psychology,information processing theory and its premise is the characteristic of biology information-given problem.Middle school students' thinking process have been preliminarily studied for the information-based problem-solving by means of case studies with interviews,oral reports,conduct analysis of the road map etc..On this basis,combining theories related to problem-solving,build the dimensions structure of the biological thinking ability,and prepare the biological measurement instrument of thinking ability,which is reliable and effective(70 items compositing of the thinking ability of middle school biology volume of the test), testing the students of grade two in junior middle school,analyzing the test results by SPSS analysis,determine the situation of the biological thinking ability in middle school students and try to build a data interpretation norm.The article is composed of five parts:The first part is the relevant research background of giving information,problem-solving and thinking process;the second part is the related theoretical basis and design of this study;the third part is case studies of thinking process about biology problem-solving,which is related to giving information type;the fourth part is empirical research of problem-solving thinking ability;the fifth part is general discussion.By means of case studies and survey research,the results obtained are as follows:1.In the case studies,the second year middle school students begin with reading question in addressing giving information biological problem,the general experience is made up four main aspect,including literal representation,specific characterization,prototype characterization and method characterization,strategies selection and self-monitoring run through the whole problem-solving,the problem-solving behavior to be planned,tested,feed backed,adjusted,evaluated and then to be regulated,in order to achieve the goal-based status for successful resolution of information giving biological problem.2.In a questionnaire survey study,the overall experimental data acquired by SPSS13.0 statistical analysis basically agree with the theoretical results,in addition to the individual dimension required to be re-adjusted and amended.And the test volume also has good reliability (total test volume coefficient of 0.942) and validity(total test volumes and volumes of sub-test correlation coefficients were 0.969,0.912).From the difference of variables basing on processing characterization and selecting strategy,build the road map for biological thinking ability in middle school students.Based on the results of case studies,the conclusion obtained is that the students' thinking process is consistent,including literal representation,specific characterization,prototype characterization,method characterization and strategies selection,these processes are interactional.The result of questionnaire survey studies reveals characterization and strategies directly and indirectly influence middle school students' thinking ability.The thinking ability examination based on Selt-editing test paper of middle school biological problem solving about giving information,reveal that the biological thinking ability is in middle-level for solving information giving biological problems in grade two students of junior middle school.The students'ability have to improve in consequence,generalizating,verbal expression,sum-up and comprehension on problem solving strategies.