Teaching Research On Cultivating High-order Thinking In Chemistry Of Senior Middle School Students Based On Handheld Technology

Since the 21st century,high school chemistry curriculum reform has paid more and more attention to training students' higher-order thinking.In addition,handheld technology is playing an increasingly important role in chemistry experiment teaching.Therefore,how to effectively use handheld technology in high school chemistry teaching and cultivate students' higher-order thinking is a subject worthy of research.Higher order thinking can only be obtained through learning process experience,knowledge sublimation and thinking activities.The handheld technology can present the reaction process in the form of images in real time,allowing students to experience knowledge acquisition and sublimation in the process of inquiry,and form ideas for solving problems in real problems.According to the students' psychological activity process(problem characterization,association and matching,designing experimental schemes,implementing experimental schemes)and TQVC cognitive model in the teaching based on handheld technology,determine the 4 teaching links of handheld technology training in advanced chemistry classroom-Argumentation decision-making-problem solving-inductive promotion),according to the "high school chemistry curriculum standards(2017 edition)" high-level thinking training requirements to determine the handheld technology to cultivate high-level chemistry with teaching links,teacher activities,student activities as classroom Three clues,with student-based and teacher-led as the "two masters" of the classroom.Constructed a "432" teaching mode based on handheld technology to cultivate high school chemistry advanced thinking.This model takes into account both intra-curricular and extra-curricular activities,and explores and communicates with students as the mainstay and develops personality.Guide students to shift the focus of learning from memorizing knowledge points to autonomously constructing a good knowledge system,which will ultimately be used to solve practical problems.In order to test the effect of the "432" teaching mode of cultivating advanced chemistry thinking based on hand-held technology in cultivating advanced chemistry thinking,a teaching practice study was conducted.Two classes with similar academic levels in the second grade of high school are set as experimental and control classes,respectively.The experimental class uses the "432" teaching mode,and the contrast class uses the traditional teaching mode mainly for knowledge transfer for comparative teaching.After teaching practice,a questionnaire was issued to understand students' attitudes and thinking levels towards handheld technology,and in-depth interviews with individual students and lecturers were conducted to analyze the teaching effect of the "432" teaching mode.Finally,the questionnaire data and interview summary text are used to analyze and summarize the conclusions.Enrich the content of handheld technology and advanced thinking teaching mode,and provide a reference for the teaching and follow-up research of high school conceptual principle knowledge.Research conclusions:(1)The "432" teaching mode based on the use of handheld technology to cultivate advanced chemistry thinking in senior high school chemistry courses is conducive to the development of students' advanced chemistry thinking.(2)The application of the handheld technology teaching mode to the study of the principles of chemistry concepts in middle schools is conducive to stimulating the interest in learning,improving students 'deep understanding of the concepts and principles,and improving students' problem-solving abilities.(3)Hand-held technology can improve high school students' independent inquiry ability and teamwork awareness in chemical inquiry activities.(4)The use of handheld technology to promote the development of higher-order thinking is a long-term,step-by-step process.Based on the opinions of some teachers,handheld technology is recommended to be used 1-3 times per semester in the chemistry course of high school.The research comprehensively used research methods such as literature research method,action research method,comparative research method,interview survey method and so on.