Chemical Intuitive Thinking’ Difference Analysis And Training Strategies Of Students In One And Second Level Of Standard Schools

Develop students’ innovative spirit and practical ability is not only the focal point of promoting the quality of education comprehensively, but also the current core issues of teaching and curriculum reform. Intuitive thinking is the key to creative thinking, developing students’ intuitive thinking can improve the flexibility and ingenuity, as well as meeting the requirements of quality education. High school is the golden period to cultivate intuitive Thinking. Many researchers have explored the strategy of intuitive thinking training, but the researches on the characteristics of the students’ intuitive thinking are lacking in certain facts. With consulting literature and the understanding of the meaning of intuitive thinking, the article proposes three indicators to evaluate the level of chemical intuition thinking, and complies two copies of high school chemistry intuitive thinking questionnaire. According to the statistics and analysis of the questionnaire, we can find that:the difference between one and second level of standard schools in intuitive thinking lies mainly in:1.Thinking flexibility and agility. Such as whether the basic knowledge is solid, the information is rich, the knowledge structure is complete;2.Imagination, association ability and image recognition capabilities. Such as the full understanding of chemical microstructure, the imagination of space structure;3.Holistic thinking and insight. Such as the awareness of the nature of the problem, the strength of knowledge migration. Therefore, the article proposes three chemistry teaching strategies to improve the students’ intuitive thinking, namely:the strategies of improving basic knowledge, imagination power, and imagination flexibility.