A Study On The "Chemical Balance" Mental Model Of Senior High School Students

Individual mental models is thinking and learning through experience formed to observe the basic model of the world, it has both static and dynamic aspects of meaning, from a static point of view, is the individual mental models of the external world (he came into contact with) conducted internal the sum characterization; from a dynamic perspective there are two meanings, one refers to an individual’s mental model is changing, the second refers to the individual in constant use to characterize the role of the internal to the external world. In recent years, mental model walks of life has gradually become a hot research at home and abroad, involving many fields of psychology, management science, and the study of mainland students studying chemistry mental model has just begun. In the study of human society has entered today in our new basic education curriculum reform to promote " the development of students " to promote students’self-learning " Today, the students study the process of central Chilean model is particularly urgent, it can help students better understand their own process of constructing knowledge and characteristics to help students optimize their cognitive processes, allowing students to better carry out independent learning, improve their cognitive ability; able to help teachers based on students’prior knowledge experience and cognitive style, and better organization of teaching and improve the quality of teaching.On the basis of the definition of the concept of mental models, combined with relevant information at home and abroad, on the mechanisms and factors influencing the formation of mental models has been further elaborated, around the "chemical equilibrium" concept of design-related issues, the author’s research into case studies and large-scale testing of two parts, the subjects are all four-star high school high school students. In some of the cases studied, the author proposes a combination "explains-Interview Lenovo-Construction--Apply" to probe the combination of mental models for students, and based on the results of case studies in a wide range of students in the testing stage further exploration, thus probing the chemical equilibrium concepts of high school students in the mental model of the learning process, the author mainly from triple characterization, cognitive perspective, cognitive models and fuzzy concept be explored, such as the existence of analysis to draw students about the chemical equilibrium mental model characteristics and draw textbooks and teachers influence students to build mental models arising on, the results showed: (1) For the "reversible reactions and chemical reactions direction" concept, students mainly macroscopic and symbolic representation, the lack of microscopic characterization; cognitive perspective narrow, rarely applied to understand the concept, research methods and values of the angle; majority of students based on on the phenomenon of cognitive concepts, understanding of the nature of the connotation is not enough, and there is a certain amount of fuzzy concept, which is greater than the proportion of20%of the fuzzy concept has seven. The main reason is the generation of fuzzy concepts students do not understand the concept of deep and subjective speculation, there are significant differences in the overall level of male and female students on the concepts in this part of the blur.(2) For the "chemical reaction rate" concept, the students also more macroscopic and symbols, microscopic characterization lower frequency; cognition based on the nature of the chemical reaction rate content, limited academic point of view, but a variety of cognitive mode; ratio greater than20%there are five fuzzy concept. The main reason is due to the vague nature of the generation of ideas and factors influencing students’deep understanding of the reaction rate did not, but the reaction rate and chemical equilibrium confused, erroneous construction of the relationship between the rate of chemical reactions and chemical equilibrium between.(3) For the "chemical equilibrium" concept, students still macroscopic and symbolic representation, the lack of microscopic characterization; although still limited perspective of students’cognitive academic perspective, but the abundance of knowledge and experience than the reversible reaction and a high rate of chemical reactions; student mental model also contains a certain amount of fuzzy concept, and there is a significant difference in gender and academic dimensions, including vague idea of the proportion of more than20%have10.(4)30.0%of the students believe that they dominated the mental model of the information is repeatedly stressed the teacher in class content,27.7%of students believe that peacetime exercises involving more information will occupy a certain model in mind ratio.(5) The student has been aware of the existence of scientific understanding of mental deviation from the model itself, and hope that their mental model has been improved. Of which40.0%of the students hope the teacher can explain the use of the side of the side of a question of teaching methods to help students demonstrate their understanding of the thinking process and vague to give teachers timely corrective. But39.2%of the students indicated that it will stick to their point of view, this may be one reason why the concept is difficult to eliminate blur, and they are convinced of the correctness of their views.(6) Lead to changes in students’mental models of cognitive conflict is particularly important, ways to diverse.28.1%of students want teachers to demonstrate life, production, science and technology in the field of application scenarios, stimulate their reflection;23.1%of the students want teachers to demonstrate experiments lead to cognitive conflict from their own experiments, to promote their own reflection.(7) The content of textbooks for students would not fully take mental model of the content.36.2%of students believe that the text content textbooks simple exercises difficult,30.8%of students believe that textbook knowledge introduce simple example is also less, which will affect their level of access to a rich and structured information.