学习策略在化学解题中的初探与尝试

根据有关资料表明,学习策略的基本要素有选择性注意学习策略,记忆学习策略,组织学习策略,精加工学习策略,元认知学习策略,启发式解题学习策略,阅读理解学习策略和创造性思维学习策略.而根据对解题思路的分析,心理学家总结出七种启发式解题学习策略:简化策略、图解策略、逐步接近策略、逆向思考策略、联想搜寻策略、重新表述策略和关键点捕捉策略.     

Cognitive variables in problem solving in chemistry

Conclusion A problem solver who is successful in securing a solution will need to achieve in relation to the three tasks to which these variables relate: first, the adequate translation of the problem's statements; second, the correct recalling of prior knowledge such as rules and facts and, third, making the relevant linkage between the problem's statements and rules and facts so that a solution sequence emerges. If he or she is familiar with the problem then the tasks of linkage and translation with play the important role in predicting the problem solving performance. For a problem with which he or she is only partially familiar, the three tasks stated will all contribute significantly to the problem solving performance. For an unfamiliar problem, the task of translation will be the best predictor of the problem solver's performance.     

Facilitating problem solving in high school chemistry

The major purpose for conducting this study was to determine whether certain instructional strategies were superior to others in teaching high school chemistry students problem solving. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. The strategies used were the factor-label method, analogies, diagrams, and proportionality. Six hundred and nine high school students in eight schools were randomly assigned to one of four teaching strategies within each classroom. Students used programmed booklets to study the mole concept, the gas laws, stoichiometry, and molarity. Problem-solving ability was measured by a series of immediate posttests, delayed posttests and the ACS-NSTA Examination in High School Chemistry. Results showed that mathematics anxiety is negatively correlated with science achievement and that problem solving is dependent on students' proportional reasoning ability. The factor-label method was found to be the most desirable method and proportionality the least desirable method for teaching the mole concept. However, the proportionality method was best for teaching the gas laws. Several second-order interactions were found to be significant when mathematics anxiety was one of the aptitudes involved.     

关系推理在化学解题中的应用

关系推理从属演绎推理,其结论是从前提中推出的.物质间的关系是复杂多样的,在组合于特定环境中时,使一些原本孤立的物质有了相关性.根据它们的相互关系,进行逻辑推理,解决问题.关系推理法在化学解题中有广泛的应用.     

化学教学中问题解决法初探

问题解决是思维的最一般形式,是人类适应环境、解决生存与发展中各种问题的基本方式。实际的教学中则是通过创设问题情境,在教学内容与学生的求知心理之间建立一种不平衡状态,把学生引入到与问题有关的情境之中。利用此模式的教学是改变以被动接受为主的教学模式,实行探究学习与合作学习的重要途径。     

化学教学中结构不良问题的解决策略

结构不良问题主要可以分为三种不同的类型,本文结合结构良好问题与结构不良问题的异同,利用几个具体化学实例来分析化学教学中不同类型结构不良问题的解决策略.     

化学解题思维受阻的解脱策略

1　搭桥过渡当题给信息与问题之间存在较大的思维跨度而使思维难以通联时 ,可设定理想而又简单的“思维模型” ,在问题与信息之间建立一座桥梁 ,使思维 (解题 )得以畅通 ,进入“柳暗花明”的解题境界。例 1:(ＭＣＥ 2 0 0 0 .13)在一密闭容器中 ,反应ａＡ(气 )ｂＢ(气 )达到平衡后 ,保持温度不变 ,将容器体积增加一倍 ,当达到新的平衡时 ,Ｂ的浓度是原来的 60 % ,则Ａ .平衡向正反应方向移动了Ｂ .物质Ａ的转化率减少了Ｃ .物质Ｂ的质量分数增加了Ｄ .ａ >ｂ分析 :解题的关键 ,在于如何依据题给信息 ,判定出平衡移动的方向 ,但“容器体积增…     

化学解题中一些规律的应用

规律一:硝酸盐受热分解,除K、Ca、Na的硝酸盐外,如果元素化合价不变.则分解生成的气体中V(NO2):V(O2)=4:1.     

求解开放性化学题的六种策略

1 准确回忆,逐一列举 这一类是指教材中研究的问题,在教材中可能集中在一起,也可能分散在不同的章节,有的有明确的说明,有的是以后逐步出现的,但通过归纳总结可形成完整的体系.求解时,只要准确回忆、逐一列举即可.     

对2007理科综合试卷(全国卷Ⅱ)几道化学题的解析

2007年高考已经落下帷幕,人们对于理科综合试卷(全国卷Ⅰ和Ⅱ)化学试题以及这些试题的答案出现了一些议论,下面对人们议论的一些问题分析如下     

例谈猜想在化学解题中的应用

在解化学试题中,猜想有时候非常重要,它往往可以让你事半功倍。且看下例: A是一种含碳、氢、氧三种元素的有机化合物。已知:A中碳的质量分数为44.1%,氢的质量分数为8.82%;A只含有一种官能团,且每个碳原子上最多只连一个官能团:A能与乙酸发生酯化反应,但不能在两个相邻碳原子上发生消去反应。请填空:     

Non‐mathematical problem solving in organic chemistry

Differences in problem‐solving ability among organic chemistry graduate students and faculty were studied within the domain of problems that involved the determination of the structure of a molecule from the molecular formula of the compound and a combination of IR and ¹H NMR spectra. The participants' performance on these tasks was compared across variables that included amount of research experience, year of graduate study, and level of problem‐solving confidence. Thirteen of the 15 participants could be classified as either “more successful” or “less successful.” The participants in this study who were “more successful” adopted consistent approaches to solving the problems; were more likely to draw molecular fragments obtained during intermediate stages in the problem‐solving process; were better at mining the spectral data; and were more likely to check their final answer against the spectra upon which the answer was based. Experience from research, teaching, and course work were found to be important factors influencing the level of participants' success. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:643–660, 2010     

极端假设法在化学解题中的妙用

假设是科学研究中常用的一种思维方法,也是化学学科解题中常用的技巧和策略之一.华罗庚先生说过:"把一个比较复杂的问题‘退'成最简单最原始的问题,把这最简单最原始问题想通了、想透了.然后再……来一个飞跃上升."这是一个非常精辟的思维方法,这里的"退"是为了"进","退"够了,"退"到"起始点"正是为了看清问题的一般规律,就会有左右逢源,水到渠成的功效.极端假设就是从某个极限状态去考虑问题,并对其进行分析、判断、推理的一种方法,一般是先把思路引向极端状态,使问题简化,从而找出规律,再回过头来认识现实问题.     

极限思想在化学实验题中的应用

1 爆炸实验爆炸实验的成功、失败等原因可用极限思想去分析。例如,氢气与空气混合气体的爆炸实验。在学生观察过教师做的演示实验之后,许多学生也想亲身体验一下。由于这里的爆炸属于“安全”爆破,我也就满足了他们的愿望,但有个条件:必须在参照课本实验后自己设计爆炸实验装置,自带用     

例谈化学解题中的数学思想

近年来,随着高考注重“基础、能力、思想”的考查,在中学化学教学中也愈来愈重视对学生“用数学”的意识和能力的培养。“将化学问题抽象为数学问题,利用数学工具,通过计算和推理（结合化学知识）解决化学问题的能力”成为中学化学思维能力培养的重要方面。因此,熟悉数学思想,有意识地运用数学方法灵活解决有关化学问题,将有利于提高解题的思维能力和技能、技巧。本文通过几例来浅谈一下在化学解题中常见的数学思想,以资学习者参考。     

化学问题解决中元认知训练的研究

元认知在化学问题解决中具有重要的作用。在实际教学中，采取自我提问法、相互提问法、讨论法、知识传授法等进行元认知的训练，可有效地提高学生的元认知水平，促进学生问题解决能力的提高。     

终态分析法在化学解题中的应用

从化学反应的本质分析,提出了终态分析法在循环反应、平行反应以及多步反应等方面的应用.     

假象、错觉、化学解题

请观察:图1中线段AB、CD的长度完全相等,你若怀疑,可以用尺量一量;请再观察:图2中两张桌面的大小、形状完全一样,你若不信,请用尺量一量两张桌面的边长.亲手测量之后你也许会发出感叹,视觉假象竟然会有如此的魔力!     

Open-ended problem solving in school chemistry: A preliminary investigation

This paper uses a new set of 14 open-ended problems, designed for 14-17-year-old pupils studying chemistry, to attempt to gain some initial insights into the ways pupils solve open-ended chemistry problems. The emphasis is on how concepts and linkages between concepts influence success in solving such open-ended problems. Pupils worked in groups of three attempting to solve the problems and were encouraged to talk freely, to make notes of their progress, and to note their agreed answers. Evaluation sheets were also completed individually by the pupils after each problem. By studying the interactions between pupils by means of written materials, observation and audiotapes, it was possible to build up a picture of the way the pupils approached the problems and to explore some of the reasons for difficulties they experienced. In the light of the evidence, it is suggested that creating the links between 'islands' of knowledge is an important skill in solving open-ended problems and that this skill is not easily achieved by pupils at these ages. The notion that problem solving is a generic skill which can be taught is questioned.