A Research On The Representation Of Physical Problems Among Senior High School Students With Different Field Cognitive Styles

Rejuvenating the country through science and education,talent is the first resource;cultivating talents depends on education.Middle school education is the key stage of talent training,and the fundamental task of moral education must be implemented in middle school education.The Ministry of Education points out that core literacy is the necessary character and key ability that students should possess to meet the needs of lifelong development and social development.As one of the necessary basic points of core literacy,problem solving is conducive to promoting the achievement of core literacy in physics.Cognitive psychology believes that the key to problem solving is problem representation,and the depth of problem representation directly affects the solution of the problem.Cognitive style connects personality and intelligence,and affects students ’ acquisition and processing of information.Students with different cognitive styles will show different performance in the representation of physical problems.It is necessary to understand the physical problem representation level of students with different field cognitive styles to cultivate students ’ physical problem representation ability.Therefore,this paper studies the physical problem representation level of high school students with different field cognitive styles.Through literature research,this study has understood the research status of physical problem representation,selected the theoretical basis applicable to the research,and defined related concepts.Combining the physical problem representation level divided by Larkin and the SOLO taxonomy,an evaluation framework for the level of physical problem representation was developed.On this basis,a "High School Student Physical Problem Representation Level Test Paper" and its scoring criteria were prepared to measure the level of physical problem representation of students in five first grade classes of a high school in S City.The students’ field cognitive styles were measured using the Graphic Embedding Test.Based on the results of the two tests,the effects of field cognitive style on students’ level of physical problem representation were revealed from the four stages of problem representation.In addition,text analysis was conducted on the test paper to understand the types of representation errors that students encountered.Finally,interviews were conducted with students with different field cognitive styles to understand their practical difficulties and teaching needs in problem solving.The main conclusions are as follows:(1)The overall level of physical problem representation among senior high school students is general,while some students have difficulty in representation.(2)There are significant differences in the level of physical problem representation among senior high school students with different field cognitive styles.The level of physical problem representation among field independent students is higher than that among field dependent students.(3)There is no significant difference in the level of "character representation" among senior high school students with different field cognitive styles.The average score of "character representation" among field independent students is slightly higher than that of field dependent students.(4)There is no significant difference in the level of "simple representation" among senior high school students with different field cognitive styles.The average score of "simple representation" among field independent students is slightly higher than the average score of plain representation among field dependent students.(5)There are significant differences in the level of "physical representation" among senior high school students with different field cognitive styles.The level of "physical representation" of field independent students is higher than that of field dependent students.(6)There are significant differences in the level of "mathematical representation" among senior high school students with different field cognitive styles.The level of "mathematical representation" of field independent students is higher than that of field dependent students.(7)The physical problem representation level of senior high school students is significantly weakly correlated with field independence.(8)Senior high school students often have difficulties in post-stage representation due to pre-stage representation errors.Field independent students often have difficulties in representation due to their weak foundation;Field dependent students often have difficulties in representation due to unsuccessful clue recognition.Based on the research results,four teaching suggestions were proposed:(1)Designing flexible work;(2)Metacognitive training of organizational dismantling problem;(3)Strengthening example teaching;(4)Setting up problem chains in teaching.