A Comparative Study On Chemistry Problem Solvi Ng Among High School Students In Ethnic Schools With Different Cognitive Styles

The "Chemistry Curriculum Standards for General High Schools(2017Edition)" pointed out that teaching should focus on educating people while cultivating the development of students' core literacy,thereby improving students' problem-solving ability.The problems encountered in the development of ethnic education have always been the concern of scholars and teachers.Understanding the personality characteristics of students in ethnic schools and implementing individualized teaching is an effective way to improve students' problem-solving ability.Guided by Riding's theory of aggregated cognitive style and problem-solving theory,this paper uses the Chinese version of the Cognitive Style Analysis Test(CSA)language-representation subtask authorized by Professor Li Lihong to analyze the cognition of a total of 101 students in the first and second classes of ethnic schools.Style types are probed,18 high school students with typical verbal cognitive style and18 high school students with representational cognitive style were selected as research samples with similar levels of chemical knowledge(similar test scores in the simulated high school entrance examination).Using the self-made second-order test questions as a research tool,a comparative study on the chemical problem-solving of typical verbal cognitive style high school students and typical representational cognitive style high school students was carried out.The results show that: 1.In the verbal-representational dimension,there is no significant difference in the chemistry problem-solving scores of students with different cognitive styles.Whether it is the verbal cognitive style students or the representational cognitive style students,they learn through their own efforts.After that,they can successfully solve the chemical problem;2.When students with different cognitive styles solve less difficult problems,there is no significant difference in the choice of problem representation and problem-solving strategies;with the increase of problem difficulty,students with different cognitive styles have significant differences in problem representation and problem-solving strategy choice;verbal cognitive style students tend to represent problems internally and choose simpler principle-solving strategies to solve chemistry problems,while representational cognitive style students tend to express problems externally and choose conventional problem-solving strategies to solve chemistry problems;3.In specific chemical problem solving,the students with verbal cognitive style have stronger chemical problem solving ability than those with representational cognitive style.Based on the above research conclusions,the following suggestions are put forward for chemistry teaching in ethnic middle schools: 1.In teaching,teachers should understand the cognitive style and personality characteristics of students,respect the individual differences of students,and implement personalized teaching to meet the development needs of different students;2.The presentation of teaching content should match the cognitive style of students as much as possible.