Research On Higher Order Thinking Cultivation Strategies In Senior High School Chemistry Based On "Evidentiary Reasoning And Model Cognition"

Higher order thinking is the problem-solving thinking which is beyond the existing knowledge reserve.From the perspective of pedagogy,higher order thinking mainly refers to the thinking process involving the cognitive dimensions,such as analysis,evaluation and creation and so on.Cultivating higher order thinking is the requirement of the social development and times reformation for education,and it is also the direction and goal of education development.The 2017 Senior High School Curriculum Standards propose to focus on the development of the students' key competence,lifelong learning ability,independent development ability,and communication and cooperation ability.In order to achieve these goals,it is imperative to develop students' higher order thinking capability.The five key competences about chemistry were published in the 2017 Senior High School Chemistry Curriculum Standards.A new concept named “Evidence Reasoning and Model Cognition” was proposed.To achieve the training target on key competences,it is necessary to improve students' higher order thinking on obtaining information,analyzing information,evidence reasoning and then establishing model.As a teacher,it is worth to deeply think and seriously study how to combine new curriculum standards with new teaching ideas to improve teaching methods and enhance teaching strategies,to make teaching more conducive for students' long-term development.Therefore,according to “Evidence Reasoning and Model Cognition”,the strategies for training students' higher order thinking in Senior High School chemistry was studied in this thesis.In the first chapter,the reason for this study was introduced,and the research status of higher order thinking at home and abroad was summarized.Besides,the concept and connotation of higher order thinking was summarized,and the specific content of higher order thinking in teaching objectives was expounded.The meaning of Evidence Reasoning and Model Cognition in the 2017 Senior High School Chemistry Curriculum Standards was interpreted.In addition,the theoretical basis of pedagogy related to higher order thinking,evidence reasoning and model cognition was introduced.Furthermore,the purpose and the significance on this research was clarified,and the research proposal and the research method was provided.In the second chapter,the evaluation framework of higher order thinking in chemistry based on Evidence Reasoning and Model Cognition was built.The test papers of higher order thinking capability were compiled.Also students from the grade 2018 of a key high school in Chengdu,Sichuan province,were tested with the above test papers.The status of students' higher order thinking capability in each class at the end of the first semester of senior one was obtained from the test scores analyzed by a statistical analysis software,SPSS.Combined with the statistical analysis of the scores,from the investigation examination in Chengdu at the end of the first semester of senior one,of the mentioned students in each class,the experimental class and the control class were determined.In the third chapter,according to literature research method and experience summarization,the teaching strategies on higher order thinking for high school students based on Evidence Reasoning and Model Cognition was proposed.And the teaching practice of the teaching strategies in the experimental class for one year was described.In the fourth chapter,based on the second and third chapters,the typical teaching cases,review lesson cases and exercise class cases were written after in-depth research,focusing on every part of the high school chemistry knowledge.These cases were used to provide more systematic training examples on higher order thinking.At the end of the first semester of senior two,we obtained the test results of the higher order thinking capability and the scores of Chengdu investigation examination at the end of the first semester of senior two of the experimental class and the control class.These results analyzed by SPSS showed effects of training strategies on the higher order thinking.The results also provided some inspiration and reference for the cultivation of higher order thinking capability on senior high school chemistry.In the fifth chapter,the results and limitations of the thesis were summarized,and the outlook for future research was pointed out.