Study On The Negative Effects Of Thinking Set In Chemistry Learning Of High School Students

At present, high school students are easily influenced and led to thinking set by the traditional methods of teaching and learning in the learning process of chemistry,which will bring serious negative effects on the knowledge acquisition, thought development and learning ability and so on. So developing students’ good learning habit and innovative and sceptical thinking is the requirement of the quality education and the new curriculum standards. The existing research of thinking set is mainly on Mathematics and Physics but rarely on chemistry, negative effects, analysis of the causes and correction strategy. So, it is significant to study the thinking set existing in chemistry learning and its’ negative effects for the high school students. This paper is divided into eight parts.The first part is Introduction that gives the theoretical and practical significance and status of the research by combining the requirements of the new curriculum and relevant literature at home and abroad. It also clarifies the ideas, content and methods of the research.The second part is related theory summary that gives the definition and classification of thinking set on the basis of a large number of documents as well as the classification of chemical thinking set through case study, discussion with teachers and classroom observation.The third part is the compilation of questionnaire that gives the scale of chemistry thinking set and confirming its’ validity using the A.S.Luchins amount of land and wate as the theoretical basis.The forth part is questionnaire survey and its’ analysis that gives the status of thinking set in chemistry learning by questionnaire survey. The research discovers that thinking set has negative effects on learning and varies inversely with the record but has no difference on gender.The fifth part is interview analysis that analyze the generation of thinking set from the two aspects of students and teachers by interviewing with them.The sixth part is reason explanation that gives the reason of the existing of thinking set, which is based on the analysis of the questionnaire and interview. For students, the reason comes from the lack of life experience, existing knowledge and cognitive structure and inappropriate question-reading as well as bad psychology. As for teachers, the reason reflects on the duck-feeding mode exam-oriented psychology during teaching.The seventh part is countermeasure that puts forward the correction strategy from three aspects in view of the present situation and the reason of thinking set. The first is establishment of good cognitive structure, construction of knowledge network system and overcoming of "similar blocks". The second is multi-answer question, chemical material and variable training to train thought. The third is using the chemical composition, chemical error and chemistry experiment to lead students to introspection.The eightn part is conclusion and reflection that thinking set on chemical learning has a certain negative effect.The whole study, there are some innovative points, but there are not enough practice, inadequate research objects and so on.