| Higher-order thinking is a hot spot in current international education research.Higherorder thinking ability fully embodies the new requirements for talent quality in the knowledge age,and is the key ability to adapt to the development of the knowledge age.Governments around the world are very concerned about students' higher-order thinking ability,which has become an important part of students' core literacy in many countries.In addition,in-depth analysis of the impact of higher-order thinking ability on students' academic performance has an important role in improving China's educational decision-making level,school management level,and promoting the balanced and high-quality development of basic education.However,in the practice of curriculum teaching,this research field Still in a vague zone.Therefore,it is necessary to carry out in-depth research in order to better guide the teaching practice and provide support for deepening the teaching reform.The main purpose of this study is to explore the impact of mathematics higher-order thinking ability on junior high school students' academic performance.It is hoped that it can cause relevant education researchers,parents and students to attach importance to higher-order thinking skills.Using descriptive analysis,difference analysis,multi-layer linear model and multiple linear regression methods,we studied how higher-order thinking ability affects students' academic performance.Research ideas: first explore the current status of academic performance and higher-order thinking ability,and find the current problems,the students' higher-order thinking ability,namely knowledge transfer ability,observation and interpretation ability,imaginative reasoning ability,questioning and criticism ability,practical innovation ability As independent variables,the mathematics academic performance of junior high school students is the dependent variable.Under the conditions of controlling school background and student background variables,a multi-layer linear model is used to quantitatively study the relationship between the two,and the results of urban and non-urban areas are compared.The research conclusion is as follows:1.The current status of students' academic performance in mathematics: there is no significant difference in gender and whether they are only children,and there are significant differences in school areas.The academic achievements of urban students are significantly higher than those of non-urban students.17.3% of the difference between urban students 'mathematics academic performance is caused by the different school of students,and 3.4% of the non-urban students' mathematics academic performance is caused by the different school of students.2.The current status of students' higher-order thinking ability in mathematics: there is no significant difference in whether they are only children,and there are significant differences in gender and school area.Girls in non-urban areas have better observation and interpretation abilities than boys,and boys in urban and non-urban areas have stronger imagination and reasoning abilities than girls.There are no significant differences in the rest.The higher-order thinking ability of urban students is significantly higher than that of non-urban students.3.Students' higher-order thinking ability in mathematics has a significant positive impact on academic performance.For urban students,the order of influence is imaginative reasoning ability,knowledge transfer ability,practical innovation ability,observation and interpretation ability,and questioning and criticism ability;The order of force is the ability to imagine reasoning,the ability to transfer knowledge,the ability to practice innovation,the ability to question and criticize,and the ability to observe and explain.The order of influence of higherorder thinking ability of urban and non-urban students on academic performance is roughly the same,and the top rankings are imaginative reasoning ability and knowledge transfer ability. |
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