Theory And Practice Research Of Biology Problem Representation Of Senior-School Students

Problem representation is the core of the problem-solving. A problem representation is a certain view of a problem and an approach to solving it. The same problem may be easy or different, be solved quickly or slowly, depending on the way we represent it. It has practical significance for achieving the goal of teaching students according to their attitudes and improving their abilities of solving problem to study the students' rule and mental feature of problem representation. This article get an conclusion of the achievements made by lots of researchers in this field by using reference analysis, and investigate the current situation of students' biology problem -solving by questionnaire investigation. On the direction of information-processing theory of the cognitive science, the study analyzed the processes of solving the biology problem by employing cognitive production analysis and protocol analysis method. Furthermore by the compositive qualitative and quantitative analysis, it explored the students' cognition rules of biology problem representation from its hierarchy model, types and influencing factors. The results of the study show that:The processes of solving biology problem accord with those of the solving general problem. Correct problem representation is the premise and guarantee of solving biology problem. Problem representation has difference in levels and types. When students are solving biology problems, they usually choose a familiar way to represent the problem, and most of them use the external representation , but superior students form internal representation more easily. For the complex biology genetic problems, the students who solved the problem successfully have experienced words representation, graphic representation, theory representation and mathematical representation. The difference of the level of representation is between in girls and boys of grade3 , and the former's is better than the later's. Also the difference of the time spent in the internal representation is between in the superior students and insuperior students. The superior students cost much more time on internal representation than the insuperior students. Biology problem representation of senior students maybe effected by many factors. In current study, the level of representation has high positive correlation with sex of students , their achievement of study and metacognition on problem solving, at the same time, it has negative correlation with their styles of students.According the study, teaching strategies are put forward. Strategies included paying attention to inducing students to properly represent problem, setting up structural biological knowledge schemata and strengthening the practice of students' metacognition can be used to promote the ability of biology problem representation.