An Empirical Study On Logical Thinking Development Of High School Students

The advent of the knowledge-based economy makes intellectual as the most important factor to promote the development of human society. Thinking is the core of intelligence. As an integral part of science education, chemistry also assumes the responsibility of training students'thinking, and developing intelligence. The knowledge system of redox reaction is through junior and senior chemical studying, which is the teaching emphasis and the difficulty. With the research results of various disciplines on thinking, the study use survey research method, try to inquire the characteristics and laws of logical thinking development which is in the resolving redox reaction related issues process of high school students, and based on the findings, discuss specific teaching strategies about how to training and improving the thinking ability of students on redox reaction.This thesis specifies the theme from different levels in five parts.1. Introduction. Describes the developmental trends of education by analyzing the epoch background, educational background and academic background; introduces the development of relevant researches on logical thinking and secondary redox reaction teaching both in domestic and abroad; constructs the framework of the research, such as the problems, the methods and the process of the research, etc.2. Theoretical foundation. Outlines various disciplines'researches perspective on thinking, thinking characteristics and the developmental law; summarizes the status and role of logical thinking in all kinds of thinking; describes the viewpoint of thinking structure and development of Jean Piaget, Zhu zhixian and Lin chongde; summarizes the characteristics of the development of high school students thinking; explains the relationship between chemical disciplines and thinking cultivation.3. Empirical study. Based on the thinking form of concept, judge and reasoning, tests about the logical thinking level of redox reaction on senior students in different grades and sex, analyses and interprets the test dates, reveals the understanding and using degree of the students on solving the redox reaction related problem, summarizes the law of logical thinking development which is in the resolving redox reaction related issues process of senior students.4. Further analysis and thinking. Backstepping form the learning result which is look forward, analyses the teaching process of redox reaction; discusses the redox reaction teaching suggestion form five aspects: Systematic instructional design, guide students in conceptual thinking, infiltrate thinking strategy and methods, foster attitudes towards learning, teach students according to their sex.5. The conclusion and reflection of the study. Summarizes the conclusions and findings of this research, discusses the problems of this study, and identifies the further research directions; uses the results of experimental study as evidence.