Research On The Cultivation Path Of Students' Higher-order Thinking

With the wave of "core competencies" at home and abroad,the cultivation of students' core competencies has become the focus of the new round of curriculum education reform.The complex problem situation is the field and background of the development of disciplinary core competence,and higher-order thinking is the development mechanism of the disciplinary core competence.To cultivate students' disciplinary core competence,the discussion of the essential issue of how high-order thinking is generated and developed cannot be avoided,that is,the generation mechanism of higher-order thinking needs to be revealed.Based on the above backgrounds and problem,through the two repeating and two-way relationships between students and knowledge,students and things(problem solving),the research aims to have a systematic analysis and inductive reference of higher-order thinking's basic essences,structure and generative mechanism,and then explore the cultivate path of students' higher-order thinking.The research is divided into five parts.The first part is the introduction part,including the reasons for the topic,the significance of the research,the literature review and the research design.The second part of the fundamental difference between high-order thinking and low-order thinking is the starting point of the research.Its essential connotation and basic characteristics are the basis of the research.The third part constructs the structural model of high-order thinking from two aspects of the static structure and dynamic structure of higher-order thinking.The fourth part discusses the generation mechanism of higher-order thinking from the factors and supporting conditions of higher-order thinking,which is the core task of the research.In the fifth part,based on the connotation features and generative mechanism of high-order thinking,combined with a large number of disciplinary practical experiences in classroom teaching,the basic training path was summarized.The main points of the research are as follows:Firstly,higher-order thinking is a kind of thinking quality that can be applied in practice and it is reflective,critical,innovative,and integrated.This quality includes consciousness,ability,and quality.It has three distinct characteristics: depth,comprehensiveness,and flexibility.Secondly,the three basic characteristics of high-order thinking determine that higher-order thinking is made up of more in-depth reflection and critical thinking,more comprehensive thinking and dialectical thinking,more flexible practical thinking and innovative thinking;no matter what kind the thinking way need to include three elements: consciousness,ability and quality.Thirdly,from the occurrence,maintenance,promotion,and implementation of higher-order thinking,the mechanisms for the generation of higher-order thinking are revealed.Low-order thinking-context recognition is the occurrence mechanism of higher-order thinking,problem-driven-continuous construction is the maintenance mechanism,information integration-deep understanding is the promotion mechanism,and problem solving-practice innovation is the realization mechanism.Fourthly,the most basic way to cultivate students' higher-order thinking is to solve problem-solving learning.The specific operation model is a problem-driven four-ring guidance model of study,research,exhibition,and evaluation.There are two implementation methods: project research and project creation.From student problem-solving to teacher problem-solving teaching,there are three guiding strategies: deep construction strategy,core integration strategy and comprehensive practice strategy.The research has certain innovations in theory,method and practice.It uses modelling ideas to establish a structural model of higher-order thinking,analyze its internal operating rules,and explore the cultivation path of high-order thinking for students.The research results of higher-order thinking can provide some references and enlightenment for the improvement of classroom teaching for primary and secondary school teachers.