Advanced Model Construction And Level Diagnosis Of Chemistry Learning Transfer Ability In Senior High School Students

Chinese high school chemistry education has set a new milestone with the implementation of the new senior high school chemistry curriculum standards in 2017.The new curriculum standard pays more attention to the development of students’ core literacy and the improvement of knowledge application ability.Students’ ability to apply chemistry knowledge is to use the original knowledge,skills and methods to solve new situations and problems.This process also reflects the transferability of chemical learning.The transferability of chemistry learning is also an important aspect of chemistry education today.This study is based on the transfer theory of analog learning.First,compile chemical learning transfer ability assessment test.Secondly,based on the assessment results of professionals and interview texts,the cognitive behavioral coding of chemical learning transfer ability is proposed,so as to develop the coding scale for the assessment of chemical learning transfer ability of high school students.Then,a standard cognitive processing behavior map of chemical learning transfer ability is constructed by combining the proposed transfer cognitive behavior coding with important text information.This figure can clearly show the cognitive process of professionals using chemistry learning transfer ability to solve problems,and also provide a standard for the subsequent analysis of the level of chemistry learning transfer ability of high school students.Then,the transfer ability of chemistry learning was evaluated and the results were analyzed by coding scale.After the analysis,the cognitive processing behavior map of senior high school chemistry learning transfer ability is constructed.Then,the cognitive processing behavior map of chemical learning transfer ability was compared with the cognitive processing behavior map of high school students’ chemical learning transfer ability.Therefore,the current situation of transferability of chemistry learning in senior high school was clarified,and corresponding cultivation strategies were proposed for different levels.The research shows that high school students can be divided into three types of transferability in chemistry learning.Type I is the cognitive type of transfer ability of chemical learning.The cognitive structure of this type of high school students’ chemical learning transfer ability is similar to that constructed by standard model.High school students belonging to this type of chemistry learning have strong transfer ability,solid knowledge structure system,strong knowledge extraction and knowledge operation ability of original situation and new situation problems,and can effectively construct learning transfer mapping.This type of senior high school students can effectively solve practical problems through the process of learning transfer,and can set some difficult training,so as to better develop their learning transfer ability.The second type is the cognitive type of knowledge state-oriented chemical learning transfer.High school students belonging to this type show solid knowledge memorization ability and knowledge extraction and analysis ability.However,the weak point of this type of high school students is that it is difficult to establish logical relations between knowledge and form knowledge network,and it is difficult to establish effective mapping relationship between the original situation and the new situation.For this type of high school students,it is necessary to improve their weak ability.Type 3 is the cognitive type of initial chemical learning transfer.High school students of this type show a negative emotional view of learning transfer for knowledge state extraction and knowledge operation in both the original situation problem and the new situation problem,and the mapping process is not shown in the cognitive behavior.For this type of high school students,from the emotional and ability of two aspects of training.Through analysis,the transfer ability of high school students’ chemistry learning shows different levels.The author puts forward corresponding strategies for different levels,aiming at the existing problems,in order to promote teachers to adopt various strategies in teaching so that different students’ learning transfer ability can be developed.