The Study On The Scientific Thinking Method In Chemistry Teaching In Senior High School

Scientific thinking is a means and mindset for people to handle and summarize the perceptual cognitive materials,such as symbols,pictures and script,obtained by sensory organs.It is formed in the process of scientific cognition and applied to scientific cognition.The application of scientific thinking method will help to further emancipate the educational thought,resolve the existing contradictions in the field of chemical education,and solve the problems faced in the process of chemical education reform in senior high school.The main body of this thesis is divided into five parts.The first part introduces the background knowledge,including the current situation of education and chemistry curriculum reform.The second part analyzes the theory of high school chemistry education.In this part,the existing problems in the theory,content and method of chemistry education in senior high school were fully understood through literature review and comparative analysis.The literature reviewed are as follows: 1.the mainstream theory of chemistry curriculum and chemistry teaching.2.High school chemistry syllabus and textbook content.After reviewing the materials,the main theoretical systems of current high school chemistry education were summarized,and the gap between these theoretical systems and teaching contents was explored.Choose gold from the sand.Chemistry teaching should follow the four principles of "the unity of experimental guidance and thinking enlightenment,the combination of inductive similarity,gradual change and analytical characteristics,the combination of chemical essence and form training,situational thinking,the unity of knowledge structure and cognitive level,and the unity of chemical terminology".At the same time,chemistry teachers should take the implementation of moral education and improve students' chemical knowledge as thefundamental mission.The third part discusses the methodology of scientific thinking.It is the ability and professional accomplishment of chemistry teachers to use scientific thinking method in specific educational practice.How to use scientific thinking is analyzed and answered from the following aspects: 1.the origin and concept of scientific thinking methods;2.the classification of scientific thinking methods;3.the applicable scope and basic principles of scientific thinking methods.The fourth part is the application of scientific thinking method in teaching cases.According to the above research,this paper comprehensively analyzed the theory and practice of high school chemistry teaching,selected several methods for case study,such as experimental thinking,observation thinking,model thinking,classification thinking,induction thinking,comparative thinking,dialectical thinking,conservation thinking,etc.These teaching cases include not only the teaching of chemical knowledge,but also the history of chemistry.The conclusion and prospection were put in the fifth part.The conclusion,innovation and deficiency of this study were explained.Moreover,the prospection of the research on high school chemistry education was also included.Predecessors had done some research on the specific application of a scientific thinking method in chemical education,and also studied how to cultivate students' scientific thinking,but there was no comprehensive research.This research was not limited to the application of a certain scientific thinking method,and had expanded the research scope.This paper draws the following conclusions: 1.different thinking methods need to adopt different teaching methods,and the same thinking method is not exactly the same when teaching different contents.2.Teachers should attach importance to the connection of knowledge and the teaching of interdisciplinary knowledge;3.teachers should encourage students to think and ask questions actively in chemistry teaching to improve their scientific thinking ability;4.This study solved a few problems in the field of chemistry teaching,and expected to do some basic work for the high school chemistry curriculum education.