A Study On The Differences Of Senior High School Students' Chemistry Problem Solving Ability Under Different Contextual Tests

Contextual test,that is,the questions in the context are integrated into the test questions,which close to students' lives and enhances students' cognition,and is currently being widely used by many teachers.In the study of high school chemistry,elemental compounds are the basis for learning all kinds of chemistry knowledge,and it is suitable to use contextual test to help students deepen their understanding and application of their knowledge.This study uses the related problems of elemental compounds as the research carrier to study the influence of different situational materials,representations and complexity of the test questions on the chemical problem-solving ability of high school students.Based on domestic and foreign documents,the contextual materials are divided into six types: textbooks,life,experiments,science and technology,chemical history,and industry according to the source of the materials;according to the representation of contextual information,the contextual representation is divided into five types:text,diagrams,models,flowcharts,and experimental devices;according to the content of the context,the complexity of the context is divided into interdisciplinary and non-interdisciplinary.In addition,this research constructs a framework of contextual problem-solving capabilities,which divides contextual problem-solving capabilities into four dimensions: information acquisition,analysis and reasoning,evaluation and application,and experimental inquiry capabilities.Each dimension includes three levels from low to high.Based on sophomore from a key high school in the main urban area of Hangzhou,Zhejiang Province,this study uses elemental compound knowledge as the main content,and compiled a reliable and valid test tool for high school students' chemical situational problem-solving ability,to explore the differences in the performance of the four problem-solving abilities of high school students in solving the contextual test of the same content requirement level,different contextual materials,contextual representation,and contextual complexity.The results of this study indicate:(1)In the case of the same contextual material,high school students have significant differences in the four abilities of information acquisition,analysis and reasoning,appraisal application,and experimental inquiry to answer questions related to elemental compounds.High school students have weak analytical and reasoning ability,and strong experimental inquiry ability.In the case of different types of context,high school students' information acquisition ability in experimental contexts,analytical and reasoning ability in textbooks and life contexts,appraisal and application ability in life contexts,and experimental inquiry ability in scientific and technological contexts are weak.(2)In the case of the same contextual representation,high school students have significant differences in the four abilities of information acquisition,analysis and reasoning,appraisal and application,and experimental exploration in answering questions related to elemental compounds.Senior high school students have weak analytical,reasoning,appraisal and application abilities,and strong information acquisition and experimental inquiry abilities.In the case of representations in different contexts,high school students' information acquisition and experimental inquiry capabilities are better in the case of various representations,while the analytical reasoning ability and the appraisal and application ability are comparatively poorly mastered in the case of model representation and text representation respectively.(3)When the complexity of the context is interdisciplinary or not,the differences in the four abilities of information acquisition,analysis and reasoning,appraisal and application,and experimental inquiry in answering questions related to elemental compounds are not significant.(4)Through interviews,it is found that when high school students make judgments on the type of context,they will first think about a large range of contexts,and then classify them simply according to the characteristics of the context,and when they are not very clear about the type of context,it is easy to be interfered by the experimental device,thus simplifying the context type and treating it as an experimental context.In addition,the familiarity of the student's experience also indirectly affects the student's judgment of contextual cognition,causing him to feel a sense of fear,thereby further affecting his problem-solving ability.This research has made a preliminary attempt on the assessment of chemical problem-solving ability in different contexts,indirectly promoted the implementation of the core literacy curriculum of chemistry,and also provided corresponding suggestions for the creation of classroom teaching contexts and contextual test.Afterwards,according to actual teaching needs,we will continue to improve the evaluation tools and select suitable research objects for continued research.