Chemistry Teacher Students' Critical Thinking Status Quo And Explore Experiment And The Effects

Teachers' critical thinking development is a prerequisite for students. We should pay attention to teacher's cultivate at first for the new curriculum reform. The pre-service chemistry teachers are the future teacher of chemistry, how to promote their critical thinking ability effectively and increase their understanding of critical thinking, is an urgent problem to be solved in chemistry teachers education research. So we need to conduct the research to the critical thinking development of pre-service chemistry teachers. At present the research of critical thinking in China is in the general understanding stage, there are almost no researches to teachers' critical thinking development. To cultivate the teachers' critical thinking well, is need to understand the teachers' critical thinking situation at present, and seeks the effective raise way.Cultivating critical thinking in senior high school chemistry teaching is studied by literature, questionnaire investigation and control experiment. This research uses the ways of literature, questionnaire investigation and control experiment, we investigated the situation level of pre-service and in-service chemistry teachers' critical thinking development at first; and then focus on the effect of chemical inquiry experiments to pre-service teachers' critical thinking development. The main research and conclusion are as follows:1. We take the chemistry in-service teachers in Shaanxi province and pre-service teachers in Shaanxi normal university as the test object, using CCTDI and CCTST have carried on the investigation to the in-service and pre-service chemistry teachers' critical thinking situation. The survey result shows that: (1) The chemistry teachers' CCTDI score is at middle level, the CCTST level is very low; (2) There are no significant differences between the in-service and pre-service teachers' CCTDI scores. Both do not have the significant difference in the CCTDI seven subscales;(3) There are significant differences between the in-service and pre-service teachers' CCTST scores, pre-service chemistry teachers' CCTST test score's mean value significance is higher than the in-service chemistry teachers. Three subscales inspection result shows that there are significant differences in analysis dimension between in-service and pre-service chemistry teachers, it could explained that pre-service chemistry teachers in the analysis ability test score mean value significance is higher than in-service chemistry teacher. There are no significant differences in inference and evaluation dimension between in-service and pre-service chemistry teachers.2. On the base of theory discussion and literature study, we used inquiry chemical experiments to cultivate pre-service chemistry teachers' critical thinking. Pre and post tests result of critical thinking shows that: (1) The CCTDI pre and post scores of the pre-service teachers in chemical inquiry experiments training is no significant differences, but there are significant differences in analyticity dimension between pre and post tests, it could explained that the inquiry chemical experiment has certain promoter action to the pre-service teachers' analyticity. Other six subscales' score do not have the significance difference; (2) The CCTST pre and post scores of the pre-service teachers in chemical inquiry experiments training have significant differences, it shows that the inquiry chemical experiment has certain promoter action to the pre-service teachers' critical thinking skills. There are significant differences in analysis and evaluation dimensions between pre and post tests, the inference skill do not have the significance difference. The inquiry chemical experiment has certain promoter action to the pre-service teachers' analysis and evaluation skills. The innovative works include:1. Investigated and analyzed the situation level of pre-service and in-service chemistry teachers' critical thinking development.2. Studied the influence of inquiry chemical experiment to pre-service teachers' critical thinking development.