Problem Diagnosis And Countermeasure Research For High School Students Solving Chemistry Experimental Inquiry Problems

Experimental exploration is an important way of scientific exploration in the field of chemistry,and it is also an important link in developing students’ core competencies.Experimental inquiry is not only an activity process,but also an important examination content in paper and pencil exams.Experimental inquiry questions are a common question type in the ordinary college entrance examination.In paper and pencil exams,experimental inquiry questions involve multiple and complex knowledge points,which test students’ key abilities in various aspects and require high academic literacy.Therefore,experimental inquiry questions are a difficult point for many students.Diagnosing the obstacles that students face in solving such problems and proposing corresponding measures has positive value for both student learning and teacher experimental teaching.To this end,this study is divided into six parts:The first part is the introduction,which mainly explains why the topic needs to be studied.By consulting materials,it clarifies the current status of research on problem diagnosis related to high school chemistry experimental inquiry questions at home and abroad,clarifies the purpose and significance of the research,and determines the research content and methods.The second part defines the relevant concepts of this study and briefly introduces the relevant theories involved.Search for literature to clarify the conceptual connotations of scientific inquiry,chemical experimental inquiry questions,chemical problem-solving,diagnosis,and other related theories,and lay a theoretical foundation for the development and implementation of subsequent diagnostic tools through cognitive diagnostic theory,learning advanced theory,problem-solving,and other related theories.The third part is the design and implementation of a diagnostic tool for high school chemistry experimental inquiry questions.This study divides chemical experimental abilities into different levels based on learning advanced theories through literature review.Based on different levels of ability and corresponding basic knowledge,design a problem diagnosis test for high school students to solve chemistry experimental inquiry questions,using a questionnaire survey and a simulated exam format,allowing students to complete the test questions within a limited time.And from the perspectives of reliability,correlation,difficulty,differentiation,etc.,use software such as Excel and SPSS to verify the data.After the first round of testing and result analysis,the problems exposed in the initial test questions were corrected,and then samples were selected for retesting and revalidation until they passed,forming a formal test question.Afterwards,expand the sample and conduct formal testing.After conducting quality inspections on formal tests and passing them,statistical analysis is conducted on students’ obstacles in solving experimental inquiry questions through interview methods and voice thinking methods(oral report methods).The fourth part is an analysis of the problems in the exploration questions of high school chemistry experiments.By combining problem-solving theory and cognitive diagnostic theory,the statistical results were classified and studied.The obstacles faced by high school students in solving chemistry experimental inquiry questions were divided into five types: problem-solving barriers,knowledge barriers,thinking barriers,psychological barriers,and experiential barriers.Research has found that problem-solving disorders,knowledge disorders,and thinking disorders are more common in experimental test questions at all four levels,and are the main obstacles for students to solve such problems.Empirical disorders have a greater impact on problem-solving at level one,while psychological disorders have a greater impact on problem-solving at level four,which is related to the increasing comprehensiveness of the problem.This section also specifically analyzes the causes of these five obstacles that students encounter when solving such problems.The fifth part is the countermeasures to enhance the ability of high school students to solve chemistry experimental inquiry questions.Propose corresponding corrective measures from the five dimensions mentioned above.The sixth part is a summary of this study.Summarize the process and results of this study,and reflect on the shortcomings in order to improve.The college entrance examination has the function of guiding teaching.In the college entrance examination,experimental inquiry questions are a common type of questions in the chemistry subject college entrance examination,which have strong comprehensiveness and require students to be able to reasonably use subject knowledge and key abilities for integrated and comprehensive application.Therefore,this type of question is a major difficulty for many students.This article diagnoses the problem of high school students solving experimental inquiry questions,proposes corresponding countermeasures for solving this problem in teaching,and provides some reference for how to improve experimental inquiry ability in teaching.