A Preliminary Study On The Training Of Critical Thinking In Chemistry Teaching In Senior High School

Critical thinking is a kind of advanced thinking process,but also a kind of personality quality that is not enchanted and blindly followed.It can help people think and question more,analyze and explain the essence of things and make correct judgments.Critical thinking is one of the core qualities of personal development in the 21 st century,and it is also the key ability and necessary quality of a person's lifelong development,which has become the core content of the future talent training goal of the international community.Chemistry course in senior high school is one of the important basic courses of science subject,which is based on experiment and has experienced the development course from chemical phenomenon to chemical essence inquiry.The high school chemistry curriculum requires students to understand and learn the scientific thinking and methods of chemists in the process of scientific research on the basis of acquiring chemical knowledge.In addition,the high school stage is the key period for the cultivation of discriminative thinking,and the characteristics of chemistry subject determine that chemistry classroom is the main position for the cultivation of critical thinking.Based on this background,this study focuses on high school chemistry curriculum and classroom teaching as the carrier,high school students and in-service chemistry teachers as the survey object,mainly using questionnaire survey method,observation method and interview method to investigate the influencing factors of the cultivation of critical thinking in high school chemistry curriculum and classroom teaching.Based on Piaget's theory of cognitive development,constructivism and so on,taking chemistry teaching activities as the carrier,and based on the investigation and analysis results of the cultivation of critical thinking in senior high school chemistry teaching,this study combines theory with practice,and preliminarily explores the cultivation strategy of chemistry critical thinking in senior high school.This study consists of seven parts:The first part is the introduction,which clarifies the background,present situation,content,significance,methods and ideas of this study.The second part mainly defines and discriminates the core concepts of “thinking”? “critical thinking”?“creative thinking” and “logical thinking”.The third part mainly combs the theoretical basis of this study.The fourth part combs and analyzes the relationship between curriculum objectives and curriculum contents and discriminative thinking in senior high school chemistry curriculum,and analyzes the embodiment of critical thinking cultivation in senior high school chemistry classroom teaching.The fifth part is the focus of this study,the main content is to the high school chemistry curriculum and classroom teaching in the training of critical thinking factors.First of all,the questionnaire from the preparation and testing and the final recovery of the situation are explained,and then statistical analysis of the results of the survey,and then selected the corresponding chemistry curriculum content for classroom observation,and selected chemistry in-service teachers for interviews,classroom observation results and teacher interview feedback content analysis,analysis results used to explain the results of the questionnaire.Finally,select the subject of chemistry and design the teaching mode of cultivating students' discriminative thinking.The sixth part,based on the analysis results of the influencing factors in the fifth part,puts forward the operational strategies and approaches to the cultivation of critical thinking in chemistry course and classroom teaching in senior high school.The seventh part is a summary of this research,analysis of the shortcomings of the paper and the research topics of the outlook.Through the analysis and full discussion of the research data,the conclusions of this study are as follows :(1)The teaching of senior high school chemistry curriculum can cultivate students' discriminative thinking,and senior high school chemistry curriculum has a certain relationship with discriminative thinking in curriculum objectives,subject core accomplishment,curriculum content and classroom teaching activities.(2)Questioning mental and analytical evaluation ability is a short board of critical thinking in students' chemistry curriculum.Most students often choose to "believe in authority unconditionally ",in the face of teachers' questions,they usually choose to avoid or answer unknown ways,which is not conducive to the cultivation of students' discriminative thinking.(3)Through the questionnaire,it is found that factors such as the thinking and expansion of teaching materials,the cultivation consciousness of teachers,teaching methods,teaching contents,teaching evaluation and students' feedback of classroom reaction and interest,classroom questioning and behavior habits of classroom thinking will all affect the cultivation of students' discriminative thinking.The teacher's teaching method,students' classroom reaction and the habit of asking questions are the main factors that influence the cultivation of students' critical thinking.(4)Based on the analysis of the influencing factors,combined with classroom observation and teacher interview results,this study mainly puts forward some strategies for the cultivation of discriminative thinking in chemistry courses from the teacher and teaching level,including: changing teachers' educational concept;enriching the way of classroom teaching;encouraging students to question boldly;paying attention to teaching evaluation;carefully designing problem situations;making full use of chemistry history and inquiry teaching activities to cultivate students' discriminative thinking ability.