On The Cognitive Structure In The Development Of Self-organizing Phenomenon

Cognitive learning theory emphasizes the subjective function of organism itself, and it considers that learning is a way of altering cognitive structure. Base on the analysis of cognitive learning theory, we realized that brain possesses the characteristic on which one's own knowledge structure can be processed and reassembled according to the learning task, and this characteristic is called self-organization of cognitive structure.According to the characteristics of physics subject teaching and the view of cognitive learning theory, combining with the thinking process in physics problem solving, through introducing some concepts, for instance, "entropy in Non-balanced statistic physics", "self-organization phenomena", and "fluctuation", etc, we attempt to measure and evaluate the high school students' self-organization ability in physics problem solving so as to arouse our attention to cultivating of it and offer a reference for the reform in the physics instruction as well.To achieve the aim, we have consulted many literatures concerned and made an analysis on the related cognitive learning theory, finally we concluded six aspects of self-organization ability existing in students' cognitive structure during the process of physics problem solving, including the self-activation, self-direction, self-planning, self- adaptability, self- adjustability, self-control. By referencing on related questionnaire, scales, and combining my high school teaching practice as well as conversation with high school teachers and students, I drafted the original "questionnaire on high school students' self-organization ability in physics problem solving", mainly focusing on the behavior of students' self-organization ability in cognitive structure. Then I took the survey using the questionnaire. After analyzing the data of the formal questionnaire using SPSS, I found that it has a high reliability and validity. In addition, I analyze the developing level, characteristics and rules of the self-organization ability in high school students' physics problem solving as well as its relationship with physics learning achievement. The results of the statistics indicate that the developments of the high school students' self-organization ability and the abilities of its various aspects are all above the average level. Senior students' abilities of self-planning, self- adaptability, self- adjustability increase obviously, but some other aspects such as self-activation, self-direction, self-control, decrease to some extent, most of the schoolgirls' aspects are lower than those of schoolboys except for the self-activation ability. In conclusion, I bring forward the effective strategies for the ability cultivating.