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The Difference of Senior School Students’ Representation and Strategies in Well-structured and Ill-structured Physical Problem-solving

Author: HaoJuan
Tutor: ZhaoJunFeng；XuYuanLi
School: Henan University
Course: Developmental and Educational Psychology
Keywords: Senior high school student Well-structured Dysplasia Problem Representation Tactics
CLC: G633.7
Type: Master's thesis
Year: 2009
Downloads: 236
Quote: 5
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Abstract


Solve the problem is a basic means of communication for people and the environment , people in everyday life and learning through information exchange and problem solving access to knowledge , the development of wisdom . Students learning a discipline problem-solving process . Problem solving an important role both in teaching and learning has been the general consensus . The national curriculum standards are proposed to develop students' problem-solving ability . Emphasized that teachers should learn more about the students in the problem-solving process is how to obtain the knowledge and application of knowledge , and to improve the relevance and effectiveness of teaching . On problem-solving theory of cognitive psychology, after years of research , problem solving psychological mechanisms , the problem representation , the strategy was agreed , metacognitive monitoring has yielded fruitful results , but previous problem-solving research focuses on the well-structured the problem , very little research within the field of ill-structured problems , ill-structured problem-solving research in recent years began to get attention . Dysplasia physical problems common in real life and work , the adverse physical problem of the research structure has some theoretical and practical significance . In this paper , based on previous studies , information processing theory , cognitive psychology , guidance, cognitive Practices Act and oral reports of the high school students to solve well-structured and adverse physical problem representation and the similarities and differences of the strategies , the results showed that: 1 , high school students in the well-structured and adverse physical problems to solve there are significant differences in the characterization and strategy use ; completely characterize the rate of high school students in a well-structured physical problems ; completely characterize the rate of ill-structured physical problems low ; thorough and complete characterization of well-structured physical problems than the ill-structured physical problem . 2 , high school students in the well-structured physical problems is reasoning strategies , more use of ill-structured physical problems Backward Reasoning . Well-structured physical characterization error , the error in the cognitive task of qualitative and quantitative analysis , mainly concentrated in the stage of physical characterization and mathematical characterization stage , ill-structured physical problems the error mainly concentrated in the simple characterization phase .

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Physical
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