A Study On The Influence Of High School Students' Cognitive Structure On Their Problem Solvin

In this study,the flow-map method is used to measure the level of students’ cognitive structure,and the problem-solving questionnaire is used to analyze the problem-solving process of students.Combined with the oral report of thinking aloud,the problem-solving situation of students with different levels of cognitive structure is analyzed in order to put forward suggestions for students to build a good cognitive structure and solve problems effectively.First of all,this study clarifies the connotation of cognitive structure and problem solving by consulting a large number of literatures.Secondly,30 students with different academic achievements in a class of a key senior high school in Shandong Province were selected as the research object,and the content of chemical reaction limit was taken as the research carrier.The students were interviewed by flow-map method and the flow-map of cognitive structure was drawn to represent the hidden cognitive structure of chemical reaction limit in their minds.The correlation between the quantitative dimension of cognitive structure and performance was analyzed by SPSS software.To test the criterion correlation validity.Thirdly,combined with the needs of the research,the problem-solving questionnaire was developed,combined with the tested students’ cognitive structure and the recommendation of the teachers,from which 6students with different levels of cognitive structure were selected,combined with the method of thinking aloud,the whole process was recorded by recording equipment,and the audio material was transcribed into text material.This paper explores the relationship between students’ problem-solving and their cognitive structure from three aspects: problem representation,the search of problem space and the acquisition of problem-solving methods,so as to further explore the specific impact of students’ cognitive structure on their problem-solving.Research shows that the level of students’ cognitive structure affects students’ problem-solving.The details are as follows:(1)the level of students’ cognitive structure will affect their problem representation.The students with high level of cognitive structure can gain insight into the nature of the problem and analyze the problem deeply;on the contrary,the students with low level of cognitive structure float on the surface of the problem.(2)the level of students’ cognitive structure will affect their problem space search.Students with high level of cognitive structure can be carried out from multiple dimensions when searching problem space;on the contrary,students with low level of cognitive structure can not diverge or diverge very little when searching problem space.(3)the level of students’ cognitive structure will affect their acquisition of problem-solving methods.Students with high level of cognitive structure can gradually analyze and obtain correct problem-solving methods;on the contrary,students with low level of cognitive structure have many obstacles in obtaining problem-solving methods.The innovations of the study are as follows:(1)the questionnaire for problem solving of chemical reaction limit is developed,which provides a reference tool for the mastery of chemical reaction limit and problem solving.(2)the problem-solving path is divided from three aspects: problem representation,problem space search and problem-solving methods to study the influence of cognitive structure on these three aspects.it provides a reference basis for the further study of the relationship between cognitive structure and problem solving in the future.