Research On The Evaluation Of Students' Higher-Order Thinking Abilities In Chemistry

In this thesis,a theoretical evaluation framework for Higher-Order Thinking Abilities in Chemistry(HOTAC)has been constructed based on the academic quality level in the 2017 Senior High School Chemistry Curriculum Standards.The framework for HOTAC was composed of four first-level indexes: the ability to combine macro-micro-symbols in chemistry(A),the ability for characterization and application of chemical reactions(B),the design and exploration ability for chemical experiments(C),and the evaluation ability for chemical social issues(D).Further more,each first-level index was divided into its subordinate second-level indexes.Based on the theoretical framework,a test and evaluation tool has been developed and402 senior high school students have been evaluated by using this test and evaluation tool.The test and evaluation results were showed as below.Firstly,the overall level of HOTAC was general for senior high school students.There were no significant difference in overall level of HOTAC between boys and girls.The sex difference on HOTAC was not significant except for first-level index B.Secondly,for each first-level index of HOTAC,the scoring rate were different.The order of scoring rate from the highest to the lowest was D,B,C and A,respectively.Thirdly,The Science Academic Quality Level(SAQL)was the main factor that affected students' HOTAC.Students with different SAQL have different HOTAC.The student's HOTAC level were consistent with their SAQL.Fourthly,a positive correlation between the student's HOTAC and their score of each subject(Chinese,Mathematics,Physics,and Chemistry)has been found,respectively.A low positive correlation was presented between HOTAC and the scores of chemistry,and a positive weak correlation was presented between HOTAC and the score of Chinese,Mathematics and Physics,respectively.Fifthly,as for HOTAC,there was a certain degree of interaction between SAQL and sex differences.However,the interaction was not significant.Finally,combined with the difference analysis for HOTAC and some answer case,the possible obstacles on HOTAC were analyzed.Some feasible beneficial suggestions for the chemistry teaching which could promote the development of students' HOTAC has been proposed.