Empirical Research On Chemical Variant Problem Solving

Raising student's ability of problem-solving is the profitable target of chemistry teaching. In the process of problem solving, chemical knowledge transfer can't always be smoothly carried on. It is influenced by various factors. Based on the literature about influence factors on chemical problem solving and variant problem, differences of knowledge transfer among different achievement-level students in the process of chemical variant problem-solving are emphatically studied in this thesis. Factors which influence chemical variant problem solving are analyzed. After that, some teaching measures to improve student's ability of problem solving are put forward.In this paper, chemical variant problems are the research instrument. And test, investigation and statistics are major research methods. There are three stages in the entire research. In the first stage, the possible differences and their causes in the process of problem solving among excellent students, average-achievement students and low-achievement students were analyzed by establishing chemical variant problems. In the second stage, the effects of different variation factors on chemical problem solving among three kinds of students were further discussed. In the last stage, influences of problem clues on problem solving were studied, attempting to seek the way to enhance students the ability of analyzing and solving chemical problems.Through the empirical research, different adaptability to chemical problems among these three kinds of students is found. Generally speaking, excellent students perform better on problems with the same variation-level than average-achievement students, and average-achievement students do better than low-achievement students. Differences of problem solving on low-variation problems among three kinds of students are not remarkable. However, along with enhancement of the variation level of problems, differences of problem solving performance among three kinds of students were gradually revealed.In this research, influences of sole variation factor on chemical variant problem solving among three kinds of students were discussed, through controlling other variables according to the characteristics of variant problems. Variation factors, such as the degree of familiarity with knowledge carrier, the form of information representation, the way question presented, problem context, conditional variable, related conception and irrelevant information were found to have different influences on problem solving among three kinds of students. And there exists different influence on different groups of students. Differences in both quantity and quality of knowledge among excellent students, average-achievement students and low-achievement students were found, through comparing differences in solving variant problems which have the same structure feature but different superficial feature. They also show different abilities to represent and analyze problems.Through the research, affording students with problem clues can help students to represent problems correctly and enhance the efficiency of problem solving. Under the guidance of problem clues, average-achievement students and low-achievement students (especially the former) obtained further progress in problem solving than excellent students.