Cognitive Structure,Discipline Core Literacy and Learning Difficulties of Senior Two Students:Halogenated Hydrocarbon as Example
HUANG Yuan-Dong1, YAN Chun-Geng2, LU Chun-Mei3, ZHOU Qing4
1. The No. 11 Middle School of Zhengzhou, Zhengzhou 450016, China;
2. Department of Educational Affairs, Northwestern Polytechnical University, Xi'an 710072, China;
3. Shenzhen Senior High School, Shenzhen 518040, China;
4. School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an 710062, China
Abstract Based on the FLOWMAP,this paper measured senior two students' cognitive structure,discipline core competencies and learning difficulties with "halogenated hydrocarbon" as an example. Research showed that the advantage of excellent students cognitive structure was reflected in the higher degree of "integration" and accuracy,the disadvantage of students with learning difficulties was reflected in the low efficiency of information retrieval,and excellent students were better at using information processing strategies such as description and situational reasoning. Students differed greatly in their academic requirements for achieving different levels of literacy in halogenated hydrocarbon knowledge system. Learning difficulties mainly included:did not know the classification,physical properties and use of halogenated hydrocarbon,did not understand or confuse characteristics and conditions of substitution reaction and elimination reaction.
HUANG Yuan-Dong, YAN Chun-Geng, LU Chun-Mei, ZHOU Qing. Cognitive Structure,Discipline Core Literacy and Learning Difficulties of Senior Two Students:Halogenated Hydrocarbon as Example[J]. Chinese Journal of Chemical Education, 2018, 39(17): 40-46.
