Factors Affecting Junior School Students' Problem-Solving In New Situational Question Analysis

In this study,taking problem representation,schema,and problem solving three aspects as the basic entry points,question prepared by the Institute of Science Education as the research tool to study the students' performances in solving situational question,hoping to dig out the factors that impacting students to solve situational question,to further improve the research about test preparation,promote teaching reform.In the preparation stage of this study,I selected a situational questions"jiaozichenfu,",entitled Situational Question(Paper ?),from a book " Guidance in the Entrance Examination",prepared by the Examination and Evaluation Task Force from Science Education Institute of Guangxi Normal University.According to students'answer types of pre-test and objective knowledge structure related to the problem,analyzing students' answer from two angles,representation depth and breadth,and correspondingly preparing conventional exercises(Paper ?).This study used the questionnaire in the form of randomly selected 5 classes of Grade 3 from Guilin Foreign Language School,192 students were tested,and the average age of subjects was 15 years old,including 93 boys and 99 girls.104 students take the first test mode(both Paper ? and Paper ? are granted);88 students take the second test mode(grant Paper ? first,withdraw them when students complete the question,then grant Paper?).Students have learned Buoyancy and the knowledge related when tested.Using double-coded from PISA to draw up score criteria for the students' answers,and give the score to the codes.Use software SPSS16.0 to process data.Quantified the collected data,the study got the conclusions that:1,the study shows that in the two test modes,the sex independent variable is not meaningful contributed to the model founded between the independent variables and dependent variable.This shows that in resolving situational question the performances between boys and girls did not differ much.2,studies have shown that the test mode,as an independent variable involved into the model,Statistics showed that the test mode has a significant contribution in founding the model,that is to say,with different test modes;the junior school students' performances in solving situational question have differences.3,the arousal level of the schema affects the problem-solving level of junior school students in situational question.The results show that,in the first test mode,the independent variables(other questions)and the dependent variable(situational question)is to establish a significant presence model.The second test mode,the independent variables and the dependent variable cannot establish a model.This shows that questions in the Paper ? affect solving situational question,the wake of the relevant schema in Paper II affecting students solving situational question.4,junior school students have different reaction on situational question and the general questions.Throughout the testing process,students feel very strange to the situational question generally,and it is easy to accept the questions in Paper ?.In this study,taking schema as the nodes of students' knowledge structure,detailed analysis the answers of the students.Students in the face of a question,he need to represent the question first of all,and then construct the schematic structure,searching matched schema from the existing knowledge structure to solve the problem ultimately,this is the correct problem-solving process.In the first test mode of this study,before encountering situational question,students will meet some familiar questions that would wake-up the related schema.Studies have shown that this is influential in problem solving.However,from students' performances on situational question with two different testing modes can be seen in the second test mode,students perform better on situational question.