Research On Junior Middle School Students' Experiment Thinking Level

The research on different ways of thinking of junior middle school students when doing Chemical experiment thinks and answers the following three questions:1. How to determine the level of Chemical experiment thinking from experiment "test of oxygen percentage in air"?2. What kind of Chemical experiment ability is related to student's Chemical experiment thinking?3. What kind of concerns should be considered base on students ways of learning?The research is made up by these two parts:Research 1:study of experiment material. The junior middle school Chemistry book "Grade 9 Chemistry" published by Shanghai Education Press is used as tool of this research. By analyzing three types of tests in different chapters to get conclusion on how students arrange their experiments, and to better meet students ways of thinking while carrying out experiments.Research 2:study on difference of ways of thinking. The self-edited "questionnaire on ways of thinking on chemistry experiment of junior middle school students" is used to observe the handling ability of different students. Thru analyzing of three types of students, to find a better way of teaching, as well as to develop students'research and design ability. Research conclusion:Students with a better scoring of school lessons are better in ways of thinking for Chemical experiment than the other two types. However, on level 1 (also marked as level D), there is little difference, or better-scoring students is just a little bit higher than the other types. In Chemistry lesson study, the ways of thinking directly determine the ability of how students find questions, collect information, make a proposal, analyze of problems, as well as solve problems. The ways of thinking are revealed thru how students solve experiment problems.By the test of "test of oxygen percentage in air", ways of thinking are grouped as: level D (operation on test rules), level C (operation and design of tests), level B (innovation in tests), level A (evaluation of tests). This marking rule can be used to assess ability of different students. Furthermore, it helps to evaluate thru experiment feed backs. Knowledge and ways of thinking are developed simultaneously. Cognitive needs is the spark of ways of thinking; confliction of understanding is the motive power of ways of thinking; while strategy of cognition is a tool for thinking.