Electrochemistry Problem Solving Thinking Disorder

In high school chemistry, electrochemistry is a chemical basic concept and theory, particularly a chemical reaction with the contents of the energy section. As a larger proportion of high school chemistry, electrochemistry is the important part of the college entrance examination, and it is also very hard for students answering. To solve the problem of electrochemistry, the students not only need to have a solid basic knowledge but also to be flexible. There must be a thinking process in solving the problems. If the thinking obstacles exist in the process of solving problems, it will affect the process and results of the problems.Under the guidance of cognitive learning theory and constructivist learning theory, I investigate the mental disorder in the process of solving the problem of the high school students through the examination and the oral report of the test paper and empirical research methods, such as testing and oral reports and interviews, and think about teaching feasibility and practicality of the teaching strategy to eliminate the obstacles of thinking.According to information processing theory I consider chemical problem solving features. The electrochemical problem solving process consists of four stages: understanding the problem of representation, seeking solutions, solutions and self evaluation results. After taking into account the thinking characteristics of each stage of the students, I found the six major mental disorders that are common in the electrochemical problem solving:Information loss of thinking barriers, subjective thought disorder, mechanical analogy thought disorder, transformation not spiritual thinking obstacles, in a confused state of mind of thinking disorder, reflection and evaluation thought disorder. The following conclusions are obtained:there exists a variety of thinking barriers in students solving the electrochemical problem and they impact of the results of the problem. The existence of thought disorder is common and similarity. Whether students or students with learning difficulties, they also have three kinds of thinking obstacles in the highest frequency lacking of information, ineffective transformation and thoughts disorder. Comparing of students with learning disabilities and learning disabilities, the frequency of thought disorder is very different, and the difference of the electrochemical problem is very large. Through case studies and interviews with teachers, both the students and teachers find that the electrochemical content is highly theoretical, comprehensive and practical. It is hard for teachers’teaching and students’ learning.The main reasons of these obstacles are in the solution of electrochemical problems are:lack of knowledge, imperfect cognitive structure, poor thinking ability, negative transfer of knowledge, effect of misconceptions, meta cognitive ability and non intelligence factor. Corresponding teaching strategies:guiding students to establish a complete electrochemical knowledge system and structure, an effective strategy to guide students to discover the electrochemical problems, teaching students how to solve the electrochemical problems and improving students’ability to solve the problem.