Investigation And Research On Triple Representation Ability Of Students With Different Bilingual Experiences In Liang Shan

Chemistry,as a discipline that studies the composition,structure,properties,and changes of matter at the molecular and atomic levels,requires learners to explore the composition and structure of matter from a microscopic perspective on the one hand,and from a macroscopic perspective on the other.To explain the nature of matter and the law of change,in addition,the unique language in chemistry,chemical symbols,plays a simple and clear role in explaining the macroscopic matter and its law of change from the micro level.Therefore,learners characterize substances from the three levels of macro,micro,and symbol respectively,and establish an organic connection of three representations in their minds.That is,the three-fold representation conversion is the most classic way of thinking in chemistry,which is different from other disciplines.The formation of triple representation thinking ability is the key to make students have good chemistry discipline literacy.With the gradual implementation of bilingual education in the Liangshan Yi Autonomous Region,more and more minority students can master both Yi and Han languages with ease,and researchers believe that bilingual experience can promote students’ thinking to form a more flexible conversion mechanism,Thus showing certain cognitive advantages in the field of verbal and non-verbal cognition,thereby affecting students’ academic achievements.In order to explore the current status and differences of chemistry triple representation ability of junior high school students with different bilingual experiences in Liangshan area,and to examine the influence of language variables on the triple representation ability of students,this study used literature method,questionnaire survey method,interview method,statistical analysis method,etc.This method tested the triple representation ability of a total of 180 balanced Yi-Chinese bilingual students,non-balanced Yi-Chinese bilingual students,and Chinese monolingual students in ethnic middle schools in Liangshan area.Through the statistics,comparison and analysis of the survey results,the following conclusions are finally drawn:(1)The triple representation ability of junior high school students in Liangshan area is still at the level of acquisition.They have basically possessed the ability of single representation,but there are still great difficulties in the conversion of multiple representations.In addition,in single characterization,they have the best macroscopic characterization ability,followed by symbolic characterization ability,and the worst microscopic characterization ability;in dual characterization,they have the best macrosymbol characterization conversion ability,followed by macro-microscopic characterization conversion ability,Micro-symbol character conversion ability is the worst.(2)The triple representation ability of students in the balanced Yi-Chinese bilingual group is significantly better than that of the other two groups.Students in the unbalanced Yi-Chinese bilingual group and the Chinese monolingual group have no significant differences in various representational abilities,while the students in the balanced YiChinese bilingual group are different from them in micro-representation,macro-microrepresentation conversion,and micro-Sign representation conversion and macro-microsymbol representation conversion are significantly different in the four representation types.There is no obvious difference between the balanced Yi-Chinese bilingual group students and the remaining two groups of students in solving simple triple representation problems,but there are obvious differences in solving the high abstraction and more difficult triple representation problems.They are solving the thinking of the triple representation problem is more flexible and profound than the other two groups of students.(3)There is no gender difference in balancing the triple representation ability of YiChinese bilingual students.There are no significant differences between the balanced representation of Yi-Chinese bilingual boys and balanced Yi-Chinese bilingual girls in each representation dimension and representation type of triple representation ability.In other words,the balance of triple representation ability of Yi-Chinese bilingual students is not affected by gender factors.(4)Finally,based on the conclusions drawn from this study and the actual situation of bilingual teaching in Liangshan area,it put forward constructive suggestions for improving the teaching and teaching of the triple characterization of chemistry in the Liangshan area and the bilingual education model.Can provide some help to the overall education development of Liangshan area.At the same time,it reflects and summarizes the deficiencies of this research,and proposes prospects for the subsequent research.