Research On The Evaluation Of Solving Strategies For Complex Chemical Problems Of Senior High School Students

Referring to the existing research,this study defines and classifies the complex problems,analyzes the factors affecting the problem-solving,classifies the complex chemical problems in senior high school in combination with the discipline characteristics of senior high school chemistry,and roughly divides the complex chemical problems into three types: material transformation,quantitative calculation and organic inference.The objectives of these problems are to explore the process of material transformation,explore the quantitative relationship of materials Inferring the organic synthesis reaction,referring to the elements of strategies in the existing research,the characteristic strategies that students need to master in order to achieve the above objectives are determined respectively,which are seven characteristic strategies: combinatorial program,modeling,decomposition and reconstruction,multiple representation,finding relationship,reverse reasoning and analogy transfer.The characteristic strategies are corresponding to the objectives to be achieved,and the basic composition of complex chemical problem-solving strategies is determined,According to the different performance expectations caused by students' different mastery of various strategies,the levels of each strategy are divided into level 0,level1 and level 2 respectively,so as to construct the framework of complex chemical problem-solving strategies.Referring to the domestic college entrance examination questions and chemistry competition questions,according to the constructed theoretical framework,the test questions are compiled to form an evaluation tool,and292 senior high school students are evaluated.The ability characteristics and differences of students in the whole and various constituent elements are summarized from the perspectives of grade,gender,academic level and metacognitive ability.According to the research results,senior high school students' mastery of complex chemical problem-solving strategies is as follows:(1)on the whole,students' mastery of complex problem-solving strategies is poor and their level is not high;From all dimensions,students' mastery level of various strategies is low,and they can not accurately apply various strategies in the process of solving problems;(2)There is no significant gender difference in the level of complex chemical problem-solving strategies,and there is no significant difference in the overall performance between boys and girls;(3)There are obvious gaps between the level of solving strategies for complex chemical problems among students of different grades.The second grade of senior high school is better than the first grade of senior high school as a whole;(4)Students with different academic levels have significant differences in the mastery of complex chemical problem-solving strategies.There are significant differences between excellent students and backward students,between middle students and backward students,but there is no obvious gap between excellent students and middle students;(5)Students with different levels of chemistry have significant differences in the mastery of complex chemistry problem-solving strategies,and students with higher levels have better performance;(6)Students with different metacognitive levels have significant differences in the mastery of complex chemical problemsolving strategies.The higher the metacognitive level of students,the better the mastery of strategies.