The Research On Cognitive Task Analysis Of Chemical Problem Solving In Middle School And Application Of Analysis Results

Life is a process to solve problems. The ability to solve the problem is very important for everyone. The new chemical curriculum reform also attaches great importance to the cultivation of students’ ability to solve problems. Therefore, in order to solve the existing problems in the chemical teaching in the middle school and to enhance the students’ ability of solving chemical problem, the cognitive task analysis (CTA) is introduced to the study of chemical problem-solving teaching. This research mainly contains several aspects:determining the key analysis contents of " CTA of chemical problem solving"; exploring the analysis process and methods of "CTA of the process of chemical problem solving ", performing CTA of the process of solving several kinds of chemical problems; analyzing the types and analysis methods of" conditions of chemical successful problem solving ", analyzing the "conditions of chemical successful problem-solving " of several kinds of chemical problems; determining the specific applicable fields of CTA results in chemical problem-solving teaching, exploring the specific application methods; performing case study on "teaching methods of chemical problem-solving procedure" and "teaching sequence of chemical problem-solving procedure, intending to explore the actual situation of "the teaching of chemical problem-solving procedure" with the application of " CTA results of Chemical problem solving"; performing the interview survey of senior middle school teachers’ current attitude and behavior about "CTA of chemical problem solving and application of CTA results". The systemic theory about "CTA of chemical problem solving in the middle school and application of CTA results in chemical problem-solving teaching" is first constructed in this research, intending to make a useful attempt to improve the theory system of chemical problem-solving teaching in the middle school.