Using The Concept Map To Make The Behavior Research On Problem Representation In High School Chemistry Learning

Problem representation is the important premise and guarantee of the problem solving. It is the process of recording,transforming and analyzing the information in the title according to the initial condition and target state. Characterization of the problem includes internal and external representation. External representation refers to the processing and conversion of information that has appeared in the problem. Internal representation is the internal cognitive structure of problem constructure in the problem solving. The internal representation of the problem is the key to the success of the problem solving. Efficient and accurate characterization of the problem requires the students to establish rich knowledge and orderly structure of the cognitive basis. Therefore, the key to improve the problem solving ability is to guide the students to build up a good cognitive structure and to improve the students’ cognitive structure.During the chemistry teaching,there is a phenomenon that students can understand the content and examples that the teachers taught in class, but can’t solve the problems by themselves after class. To improve this phenomenon, this thesis proposed the topic that using the concept map to make the behavior research on problem presentation in high school. The topic is also about expanding experimental internal features of the cognitive structures. It also mentioned the influence of cognitive structure level on representation of students` problem as well as the investigation of students` chemistry learning situation, and according to the survey results, we put forward the teaching strategies to use cognitive structure to carry out the problem.The thesis consists of five parts.Part One:Introduction part.It includes raising the questions, research status at home and abroad and purpose, significance and method of the research.Part Two:It is about the theoretical basis of this thesis. The theoretical part mainly explains the theoretical knowledge of the two aspects of the problem, representation and cognitive structure as well as the concept and meaning of knowledge related to the problem representation and cognitive structure.Part Three :It is the practical research part.The students were surveyed by the chemical cognitive structure. The students use the cognitive structure to conduct the investigation of the students` chemistry learning.The results are analyzed and summarized.Part Four :Based on the practical research and the relevant theoretical basis, the teaching strategy of promoting senior high school students to use cognitive structure to carry out the problem is put forward. The strategy mainly includes : understanding the cognitive structure of the students, constructing the cognitive structure reasonably, carrying out the knowledge structure teaching,promoting the order of the cognitive structure.Part Five : Conclusion and reflection. It sums up all the results of this study, as well as the lack of this paper and future expectations.