Research On Mental Models Of Senior High School Students On The Basis Of Electrolyte-related Concepts

Mental model refers to the inner representation formed by people in the face of some external things or phenomena,which affects our behaviors and ways of looking at things and solving problems.The mental model reflects the cognitive structure of chemical concepts in students' minds and determines the application of this chemical concept.Studying mental models of chemical concepts can better guide chemistry teaching.The concept of electrolyte plays an important role in chemistry.At present,there is a lack of mental model studies on electrolyte-related concepts in senior high school students.Therefore,the author chose the electrolyte-related concepts as the research topic.Based on the literature review,this study defined the concept of mental model and further elaborated the formation mechanism of mental model.Secondly,the author carefully studied the curriculum standards,textbooks and college entrance examination syllabus of electrolyte-related concepts,and consulted a lot of literature.The questionnaire was compiled according to the steps of designing two-stage questions.And the questionnaire was used to investigate the mental models of electrolyte-related concepts of the senior high school students.After statistical analysis of the data,it was found that:1.Senior High school students had many mental models after learning electrolyterelated concepts.There are eleven types of mental models in the first grade of senior high school students.They are scientific model,phenomena model,range error model,mindset model,guess model,conservation of charge model,name model,symbol model,analog model,memory model,and quantitative defect model.There are seven types of mental models in the second grade of senior high school students.They are scientific model,phenomena model,range error model,mindset model,guess model,symbol model,analog model,memory model.2.The mental models of electrolyte-related concepts in senior high school students had many characteristics.Students preferred to use simple and conjectured mental models when solving problems related to electrolyte concepts.Students were more accustomed to analyzing and solving problems from the macro level,and lacked the ability of understanding from the micro level.There were many errors in students' description of the relationship between electrolyte-related,and the knowledge structure of students was low.3.The mental models of electrolyte-related concepts in senior high school students had similarities and differences.Students in both grades had many of the same types of mental models,but the older students had fewer types of defective mental models and had a deeper understanding of concepts.In addition,senior students have been able to analyze problems from a new cognitive perspective.Finally,the author analyzed the factors affecting the mental model of students' electrolyte-related concepts from three aspects,and put forward some teaching suggestions on electrolyte-related concepts.