Research On The Teaching Design Of Chemistry Experiment Based On The Cultivation Of Higher-order Thinking Ability

High-order thinking ability is the focus of current education research,which plays a key role in individual happiness,national innovation and development,and sustainable development of human society.Our government pays great attention to the cultivation of students’ higher-order thinking ability.Especially in recent years,curriculum plans and standards of compulsory education and high school have been promulgated successively,which have repeatedly mentioned the cultivation of higher-order thinking and the renewal of educational concepts.However,in the classroom teaching practice,especially around the chemistry class how to cultivate students’ higher-order thinking ability research is still in the stage of exploration.Chemistry is an experiment-based discipline,so this study takes experimental teaching as a tool to study how to cultivate students’ higher-order thinking,and interprets the connotation of higher-order thinking,in order to better guide high school chemistry teaching practice.This study first uses literature method to interpret the connotation of higher-order thinking ability from the perspective of higher-order thinking ability that students should embody in chemical experiments.From the perspective of chemical experiments,the higher-order thinking ability that students should master includes situation analysis ability,experiment design ability,evaluation and reflection ability.Secondly,using literature review,the teaching strategies and teaching models of high-level thinking training are constructed.According to the constructed teaching model,an experimental teaching design of higher order thinking was carried out by taking iron and its important compounds as an example.108 students in the first grade of a general high school in Chenzhou were taken as the research objects to carry out a teaching practice research,and the teaching effect of higher order thinking was investigated and analyzed.The results show that the experimental teaching design is feasible and has a positive role in promoting the development of students’ higher-order thinking ability.Finally,some feasible suggestions for teaching practice are put forward according to the experimental results.