摘要
在化学问题解决中，能否恰当使用具有化学学科特征的策略影响着化学问题解决的进程和质量。研究学生解决化学问题过程中使用的特征策略有利于提高学生的学习能力，丰富化学问题解决研究的理论体系，促进学生形成终身学习的意识和能力。
本研究以哲学心理学、认知心理学、化学学科教育学中有关问题解决的理论为基础，以化学问题为载体，通过实验调查、出声思维、行为观察等方法，对高中生“化学问题解决特征策略”进行了研究。研究结果表明：
1．学生在解决化学问题的过程中存在具有化学学科特征的问题解决策略，它们是：以物质结构—性质—应用为线索的分析递归策略、以化学符号为特征的媒介过渡策略、以化学实验为模型的模式识别策略。
2．解决同一道化学问题时，在不同被试之间会有策略选择、使用及效率的差异。被试表现出化学问题解决特征策略选择的综合性即被试会同时使用一种以上的特征策略即特征策略组合。
3．同一被试解决难度不同的化学问题，其选择和使用化学问题解决特征策略的机会不同。随着被试对化学问题的熟悉程度的增加，会导致特征策略的选择发生改变。
4．化学问题解决策略的选择和使用对化学问题解决的质量产生较大的影响。能否运用化学问题解决特征策略是影响化学问题解决质量的重要因素。此外，运用化学问题特征策略的水平是导致化学问题解决质量有所区别的主要原因。
学生解决化学问题的过程中所使用的特征策略是一个不断被发现并不断得到发展的过程。研究化学问题解决特征策略的终极目的是要通过本研究达到提高学生的化学问题解决能力、培养学生的自信，促使他们能更好的发展。如何将这些化学问题解决特征策略在中学得到推广以帮助学生提高问题解决能力，学生在应用化学问题解决特征策略方面的差异的内在心理机制是什么等一系列有关的问题还值得我们做进一步的研究。
It is of great importance to the process and quality of chemistry problem-solving whether strategies with chemistry course characteristics can be applied correctly in chemistry problem-solving. Studying the characteristic strategies applied by students in their solving chemistry problems is of great benefit to improve students' learning capability, enrich theories system of chemistry problem-solving study and promote students' sense and capability of lifelong learning.
This study is based on theories about problem-solving concerned in philosophic psychology, cognition psychology and chemistry pedagogies. With the carrier of chemistry problems and by methods of experiment survey, think aloud and action observation etc., the study on the chemistry problem-solving characteristic strategy of the senior secondary school students was carried out and the study results indicated that:
1. There is a kind of problem-solving strategy with chemistry course characteristics in the process of students' solving chemistry problems. Those are: the Analysis-recursion strategy with the clue of substance structure-nature-application, the Intermediary- transition strategy with the characteristic of chemistry symbols , the Pattern-distinguish strategy with the mould of chemistry experiments.
2. There are some differences in strategy selection, application and efficiency among different experimented students while solving a same chemistry problem. The experimented students showed a kind of comprehensiveness in selection of the chemistry problem-solving characteristic strategy. That is to say, experimented students would apply more than one characteristic strategy at one time.
3. As for one same experimented student, the opportunity of selecting and applying the chemistry problem-solving characteristic strategy would be different when he solves chemistry problems of different difficulty. With the increase of experimented students' proficiency for chemistry problems, changes on selection of characteristic strategy would also take place.
characteristic strategy would also take place.
4. The selection and application of strategies on chemistry problem-solving would have a great influence on quality of chemistry problem-solving. Whether the chemistry problem-solving characteristic strategies can be applied is an important factor that influences the quality of chemistry problem-solving. In addition, the level of applying the chemistry problem-solving characteristic strategies is the main reason that causes the differences in quality of chemistry problem-solving.
The characteristic strategy applied by the students in their solving Chemistry problems is a process of being found and developed continuously. The ultimate goal of studying characteristic strategy of chemistry problem-solving is to improve students' ability of chemistry problem-solving, to cultivate students' confidence and to encourage them to develop much better. How to popularize these characteristic strategies of chemistry problem-solving in secondary schools so as to improve students' problem-solving ability? What's the intrinsic psychological mechanism of students' differences in applying characteristic strategy of chemistry problem-solving? ...All these concerned problems are worthy of our more and thorough study.
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