The Influence Of Senior High School Experience On Undergraduates' Critical Thinking Ability

Educational equity concerns the interests of every student.At present,there are many "super middle schools" and "prodigy classes" rising in the stage of high school education,and "school choice fever" has become a hot social issue.The uneven distribution of high-quality educational resources has led to fierce competition.The question arises as to whether more and better educational resources affect students' access to education quality.Critical thinking ability is an important manifestation of students' quality of education.This paper will analyze the influence of senior high school experience on undergraduates' critical thinking ability from the perspective of critical thinking ability.Based on Schaie's cognitive development theory and Astin's IEO model,this paper uses localized critical thinking ability assessment tools and and " National Assessment of Collegiate Capacity(NACC)” data to analyze the following contents from a quantitative point of view:the impact of the key of senior high school or not,high school areas and the division of arts and science in senior high school on the critical thinking ability of undergraduates.The results of empirical studies show that: First,the key senior high school,senior high school key class,provincial capital city and prefecturelevel city senior high school and high school science study do have a significant positive impact on undergraduates' critical thinking ability.In terms of the degree of impact of high school experience on the undergraduates' critical thinking ability,the type of high school > the type of high school class > the size of the city where the high school is located,and the division of arts and science in high school.Second,There are significant differences in the impact of senior high school experience on undergraduates' critical thinking ability.From the perspective of household registration type,compared with the undergraduates with agricultural household registration background,the critical thinking ability of the undergraduates with non-agricultural household registration background is more affected by the key high schools,key classes,high schools in big cities and science subjects in high schools;from the perspective of gender,From the gender perspective,the influence of key senior high schools,key classes,big city senior high schools and science on critical thinking ability of girls is significantly greater than that of boys.This paper further draws on the theory of interaction between individual and environment,cognitive development and gender difference psychology to analyze and discuss the conclusions of the study.The research finds that the development of critical thinking ability in senior high school needs certain educational conditions.Based on the research conclusion,this paper puts forward that: we should attach importance to the impact of high school education on the development of students' thinking ability;improve the quality of non-key high school and county-level high school students' training,narrow the educational gap;give full play to the advantages of high school disciplines,pay attention to the infiltration of arts and science;strengthen the education of critical thinking,mobilize individual initiative,and effectively improve students' critical thinking ability.