Ting Ma

Kunlun Secondary School, Hotan City

Abstract：

As a pivotal subject within the senior secondary education system, chemistry plays an irreplaceable role in cultivating students' scientific literacy, logical reasoning abilities, and practical problem-solving skills. ‘Error attribution analysis’ serves as a scientifically sound teaching strategy, emphasising systematic examination of students' problem-solving errors to pinpoint their root causes. This enables targeted adjustments to learning strategies and teaching methodologies. Through error attribution, students gain clear insight into their knowledge gaps and cognitive weaknesses, while teachers can optimise instructional processes to enhance teaching efficiency. Consequently, this study aims to explore specific strategies for enhancing high school chemistry students' problem-solving abilities through error attribution, providing practical guidance for both teacher instruction and student self-directed learning. This approach assists students in overcoming problem- solving bottlenecks and achieving significant improvements in their chemistry learning capabilities.

Key Words：

error attribution; high school chemistry; problem-solving ability