The Study On Present Situation And Training Countermeasures Of Senior One Students' Higher-Order Thinking Skills In Chemistry

With the rapid development of society and the acceleration of the pace of economic globalization,the competition for high-quality talents in all countries and regions of the world is becoming increasingly fierce.The important characteristics of high quality talents are the ability of fast analysis,good decision-making,deep reflection and unique creative.Therefore,it is very important to evaluate and cultivate higher-order thinking skills in the training of talents.But at present,study on higher-order thinking skills at home and abroad are mostly in the conceptual description stage.There is no empirical research on the current situation of higher-order thinking skills and the operable suggestions for training in specific subjects.Therefore,it is of great theoretical and practical significance to pay attention to the present situation of higher-order thinking skills and the design of survey tools,and to cultivate students' higher-order thinking skills by chemistry teaching.On the basis of literature review,this paper makes a clear definition of the concept of "higher-order thinking skills",and briefly introduces the related training theories of higher-order thinking skills.Then,the definition of higher-order thinking in Bloom's educational target taxonomy is used as an evaluation framework for higher-order thinking skills of chemistry.On the basis of consulting the experts of chemistry and the advice of the first-line chemical experts,the PISA scientific test question is localized and transformed,and a set of tools for evaluating the senior one students' higher-order thinking skills in chemistry is designed.In order to test the reliability and validity of this set of evaluation tool of higher-order thinking skills in chemistry,the researcher randomly selects 71 senior one students in a key middle school in Wuhan,Hubei Province as the subjects of preliminary study.Then reliability and validity of the initial test paper is analyzed by SPSS Statistics 22 software.The researcher also uses think-aloud protocol to understand students' true thoughts and opinions on the initial test papers.Based on the analysis results,the researcher revises and optimizes the test volume and evaluation criteria of higher-order thinking skills in chemistry.The official subjects are 302 senior one students in four high schools which are selected from in Hubei A school,Shandong B school,Hebei C school and Henan D school.Then the SPSS Statistics 22 software is applied to analyze the current development of four senior one students' chemical higher-order thinking skills.This study also compares the differences between different schools,gender and chemistry scores,in order to find out the current situation of the whole and all dimensions of chemical higher-order thinking skills of senior one students.In the end,in view of the problems existing in the investigation of senior one students' chemical higher-order thinking skills,and combining the literature method to analyze the influence factors of the higher-order thinking skills,the corresponding countermeasures are put forward to train the students'higher-order thinking skills in the chemistry teaching.The conclusions of this study are as follows:1.The level of senior one students' higher-order thinking skills in chemistry is general,the level of analytical ability is high,and the ability of evaluation and creation needs to be promoted.From the performance of each dimension,the level of analytical dimension is higher than that of evaluation and creation,the level of the evaluation is higher than that of the creative dimension.2.Through the analysis of demographic background factors,it is found that there is no significant difference in higher-order thinking skills of chemistry between boys and girls.There are significant differences in school type and chemical performance.The level of students in outstanding school and students with excellent grades are higher than that of in the overall.The innovation of this research is to design a set of scientific evaluation tools for evaluating senior one students' higher-order thinking ability.The disadvantage is that the test samples do not have stratified sampling.