Research On Teaching Strategy Of Cultivating High School Students’ Reverse Thinking

Reverse thinking incubates the bud of creative thinking,which is the need to cultivate students’ innovative spirit.Senior high school is an important period for students’ ideological development.Therefore,in-depth research on the strategy of reverse thinking ability in senior high school chemistry teaching plays a decisive role in the progress of Chinese chemistry teaching.This topic is divided into six parts:The first chapter,first of all,from the demand of the new curriculum reform ","innovative talents demand","the present situation of our students reverse thinking to develop" the source of these three aspects elaborated this topic,from the key of knowledge innovation and innovative talents,the demand of the high school students psychological and personality development,help students’ construction of knowledge system three aspects discusses the meaning of this topic research.Secondly,the domestic and foreign research status quo is reviewed by referring to relevant literature of reverse thinking.Finally,the main research methods used in this paper are described,including literature method,questionnaire survey method and experimental research method.The second chapter firstly discusses the relevant concepts and theories involved in the paper,and discusses the concepts of thinking and reverse thinking.Reverse thinking has the characteristics of universality,criticalness,creativity and novelty,and is mainly divided into four categories: functional reverse thinking,state reverse thinking,structural reverse thinking and causal reverse thinking.Secondly,it analyzes the theoretical basis of cultivating reverse thinking,including constructivism learning theory,multiple intelligences theory and cognitive stage development theory.The third chapter analyzes the current situation of the cultivation of reverse thinking ability.Through the questionnaire survey on teachers and students,the author understands the attitudes of students and teachers towards the cultivation of reverse thinking and the understanding of contemporary teachers and students towards reverse thinking.Most teachers and students both support reverse thinking ability in chemistry class,but because of the lack of related knowledge and experience,is currently implemented in the classroom on the cultivation of students’ thinking ability is very few,it remains to be further attention and research of classroom teachers of reverse thinking ability training strategy,and implementation in the classroom.At the sametime,to the student and teacher interviews done records,thus it is concluded that the current main problems in the chemistry class,and sums up the main factors affecting students’ reverse thinking ability development,mainly including: the chemical classroom teaching way and the thinking process of students and ability,modern education teaching evaluation method respectively,and teachers’ teaching ideas and the ability of the four major factors.The fourth chapter discusses the strategy of training students’ reverse thinking,mainly from the following three aspects of cultivating the ability of students reverse thinking in chemistry teaching strategy research: first,strengthening teachers’ attention to the development of thinking: by changing teaching idea,based on the students’ thinking development,through the teaching target and orientation,strengthen the students’ thinking development,by creating open chemistry teaching evaluation,the development of students’ innovative thinking.Secondly,creating active teaching environment,stimulate students’ interest in learning,through exert students’ initiative,training students’ initiative thinking,through the teachers play a dominant,actively guide the student thought critically,through constructing the systematic knowledge,to lay a solid foundation for students’ thinking development,to give students think time,inspire the student to the depth of thinking.Finally,it discusses the concrete implementation of cultivating students’ reverse thinking in chemistry class.Start with the change of quantity of experimental inquiry,train students’ state reverse thinking;Starting from the design of chemical experiment device,train students’ reverse thinking of structure;Start with the nature of element compound,train students’ reverse thinking of structure.The fifth chapter introduces the whole senior high school chemistry teaching experiment research,including the purpose,time,object,method,process and experimental results of the experiment.In prior to the implementation of the teaching experiment,the experimental class and control class chemical results of statistical analysis,the results showed that class A and class B can meet the requirements of the implementation of teaching experiment,the "metals and their compounds" this chapter to do teaching design and implementation of teaching design in the experimental classes,teaching experiment is completed,compiled the "metals and their compounds" unit test,and USES two classes through test scores for the analysis of the teaching effect,based on the test scores and multiple-choice scores and the multiple-choice score of statistical analysis it is concluded that the effectiveness of teaching.By comparing the knowledge memory level,knowledge understanding level and knowledge application level of the experimental class and the control class,it shows that the cultivation of students’ reverse thinking ability can promote students’ knowledge understanding and knowledge application level.However,the results also show that the cultivation of students’ reverse thinking ability can not improve students’ memory of knowledge.The sixth chapter describes the conclusion of this teaching research and some thoughts on this topic,and analyzes the shortcomings of this topic and the prospect of this topic in the future.