Students And Teachers’ Cognitive Differences In The Process Of Reserach To Solve Chemical Problems

Problem solving is essential to human daily life activity, is a basic way of human and human, natural communication. Student learning is also a process of problem solving, chemistry as the basic subject of scientific research, the students’ ability to solve chemical problems have higher requirements. "how to improve the ability of solving problems" has been the educational goal in the education sector, the ultimate goal is to cultivate students’ ability to solve practical problems. In order to improve the practical ability of students and provide the corresponding teaching strategy for teachers, To solve the problem of expansion of chemical high school students, and to provide evidence for the contemporary educational psychology, research assistant.The students in chemistry problem solving situation as the study’s starting point, according to the high school chemistry teachers and students interviews on chemical problem solving process observation, Summed up the students in chemistry problem solving three problems:(1) "data control", according to the existing data in the thinking of solving method, for the use of all the data to solve problems and confusion.(2) "slow", that is not able to grasp the essence of the problem, solve the problem of random steps without planning, waste of time.(3) "method", namely in the face of comprehensive type of subject, no ideas, no connection at all between knowledge points in mind. Modern cognitive psychology, research on the problem solving is called a hot issue, because it can be explained from the cognitive and psychological development view of human problem solving behavior of the intrinsic reason, make us more clearly understand the problem solver to solve the problem of cognitive process. According to the problems of chemical problem solving above problems in students, the author access relevant information for classification of cognitive psychology, the attribute of the problem from a theoretical point of view, the high school chemistry problem solving is a professional problem solving and verification, and case related research methods. To determine the content of "high school chemistry" and "chemistry problem solving" two core concepts, from the angle of chemical problem solving and the chemical problem composition of the problem to analysis the characteristics of chemical problem, and put forward the problem solving mode according to the subject characteristics and chemical problem solving. Select the expert- novice research methods based on the classes of objects, and make a summary.According to the empirical results of practical problems and cognitive psychology to solve chemical problems, this study first from a theoretical point analysis the three actual causes, the reason is the cognitive process of students and teachers to solve chemical problems have three aspects of the difference:(1) the perception of stimuli and the perception difference;(2) the difference of information collection and resource allocation;(3) the difference of knowledge organization in the mind. Analysis of the differences all with the practical example of chemical problem solving to explain. In order to verify the students and teachers of chemistry problem solving is the existence of the above differences of cognitive process, based on the method of questionnaire investigation and visit the process of resolving the problem of chemical investigation on 10 senior high school chemistry teacher and 32 students, In order to fully verify the reliability of the results of theoretical analysis, the questionnaire includes three questions, solve three different design cognitive process for students and teachers of chemistry problem respectively. In this paper, through a careful analysis of the questionnaire, the students and teachers of chemistry problem solving the existence of differences in theoretical analysis three:Finally, combined with the analysis and summary on the theory and the results of the questionnaire results, access to a large number of literatures about teaching methods, differences between students and teachers to solve chemical problems, propose appropriate strong teaching method:(1) pay attention to students’ poor thinking, training the ability of grasping the nature of the problem;(2) pay attention to vulnerable about collecting information, improve the analysis of strategy training specification;(3) pay attention to students’ knowledge structure, the optimization of teaching method. This paper will be detailed implementation of each proposal, hoping to help teachers teaching more reasonable.