Chemical Experiment Teaching Based On The Cooperation Of The Task-driven Learning Of Critical Thinking Of High School Students

Critical thinking is a logical and self-reflective thinking, and it is the foundation of creative thinking. In the era of knowledge-dominated economy, the cultivation of critical thinking for the students has become an important topic. The critical thinking has become one of the goals of the school education around the world. With a new round of curriculum reform, it is especially important to cultivate students' critical thinking in subject teaching. With the abundance of chemical knowledge, developing students' critical thinking has been proposed. At present, however, the study of critical thinking in our country is still in the exploration and development stage, the system has not yet formed for the theory and practice. Therefore, studying critical thinking in chemistry teaching has an impendent practical and theoretical significance. In this paper, cultivating critical thinking in senior high school chemistry teaching is studied by literature, questionnaire investigation and experiment. On the basis of predecessors both at home and abroad, took the model of task-based and cooperative learning for chemistry experiment teaching, and also made a practical study of cultivation critical thinking for a high school student by using the task-based and cooperation learning model, with a view to promote the development process of curriculum reform.In this study, the main contents and conclusions are as follows:The California Critical Thinking Disposition Inventory(CCTDI) and the California Critical Thinking Skills Test(CCTST) were employed as data collection tools. The students participantd in this study were 121 Senior-3 students from YuJin Middle School in Lintong District of Xi'an aged from 17 to 19 years. An experimental study was carried out, where an experimental group was exposed to use the teaching model of task-based and cooperative learning whilst the control group used the traditional teaching method. Before and after the experiment, the two classes of critical thinking ability of the students have been respectively surveyed twice. Results showed that the CCTDI showed significant differences(P<0.05) between before and after the experiment, the subscale scores of CCTDI showed significant differences in truth-seeking, analyticity and inquisitiveness, but open-mindedness, self-confidence, systematicity and maturity. For CCTST and its subscales, the scores of analysis showed significant differences(P<0.05), but evaluation and inference showed no significant differences. It is suggested that using task-based and cooperative learning model in chemistry classroom teaching have significant influence on developing students' critical thinking disposition.The innovative work:1. Take the task-based and cooperative learning model in the chemistry experiment teaching.2. Making a practical study of cultivation critical thinking for a high school student by using the task-based and cooperation learning model.