Since 70's in 20th century, an important character of "Problem Solving" research has been combining cognitive psychology theory with instruction practice. Based on the literature about "Problem Solving" and "Representation", a multiple-representation model is brought forward. The representation state of junion and senion students is studied in detail with the methods of group tests and think-aloud. The results suggest: Most students are good at solving algorithm problems with symbolic representation, while ill at conceptual problems with microscopic representation. And symbolic representation not connected with micro- and macroscopioc representations is only a lower level one. Base on the above results and constructivism theory, a problem solving instruction model based on multiple-representation and instruction principles are put forward. Three instruction cases about "equillibrium" are designed and practised. The results of above instructions reflect that the instruction model is reasonable and feasible.
|