A Study On Middle School Chemistry Teachers' Cognition Of Critical Thinking

Critical thinking,as a rational and open high-level thinking mode,plays an important role in personnel training and provides a starting point for the implementation of quality education.Teachers' development of critical thinking can keep their enthusiasm for educational scientific research and explore unique teaching styles,thus promoting the development of students' critical thinking.Therefore,it is of great importance to study teachers' critical thinking to a certain extent.This study takes middle school chemistry teachers as the research object,using quantitative research and qualitative research methods.Firstly,the questionnaire was used to understand the current level of critical thinking tendency of middle school chemistry teachers,and the difference of tendency among teachers was analyzed.Secondly,concept map construction and teacher interviews were used to comprehensively understand the current middle school chemistry teachers' understanding of critical thinking,and insight into teachers' knowledge and teaching practice of critical thinking.In this way,we can find the similarities and differences of different teachers' understanding of critical thinking and analyze the advantages and disadvantages of understanding.In order to improve teachers' level of critical thinking tendency,enrich middle school chemistry teachers' understanding of critical thinking and apply critical thinking to teaching,this paper puts forward reasonable suggestions and strategies,so as to promote teachers' professional development and the improvement of teaching ability.The specific content of this study is as follows:1.Introduce the background and significance of this research,determine the main problems of this research,and briefly summarize the purpose,ideas,methods and innovation points of this research.2.This paper systematically reviews the research literature on critical thinking at home and abroad.First of all,it briefly analyzes and summarizes the research process,relevant theories and the research of critical thinking in the field of education abroad.Secondly,through one literature search and two advanced searches,the main trends of domestic research are summarized,and the domestic research on critical thinking and teachers' critical thinking is briefly summarized and analyzed.Finally,a summary is made to analyze the current status of critical thinking research and the feasibility of this study.3.Core concepts such as critical thinking and concept map are defined to provide a certain theoretical basis for this study and ensure the scientific nature of this study in the implementation process.4.Questionnaires were used to quantitatively analyze the level of teachers' critical thinking tendency.On the basis of the Chinese version of critical thinking disposition inventory(CTDI-CV).revised and adapted by Meici Pang and Guocheng Wang,The Questionnaire on Critical Thinking Tendency of Middle School Chemistry Teachers is adapted and formed according to teachers' own characteristics and teaching practice.Questionnaire results were used to understand the level of teachers' critical thinking tendency and the differences among teachers.5.Based on the construction of concept map and teacher interview,the overall assessment of teachers' understanding of critical thinking,insight into middle school chemistry teachers' knowledge of critical thinking and teaching practice.In addition,the results of the interviews were compared with the results of the concept map to explore the differences in teachers' understanding of critical thinking.6.Analyze the results of the study as a whole,draw some conclusions and enlightenment,and understand teachers' understanding of critical thinking.In order to promote the development of middle school chemistry teachers' critical thinking,improve the teachers' professional ability and teaching level of reasonable suggestions and strategies are put forward.Finally,it analyzes the improvement of this research and explains the next work plan.It is found that the critical thinking tendency of middle school chemistry teachers shows an obvious positive level.The development of critical thinking tendency of teachers is influenced by teaching age,educational background and professional title.Middle school chemistry teachers have a high level of understanding of critical thinking,which is consistent with the research results of teachers' critical thinking tendency.Most teachers have a broad and rich understanding of critical thinking,but some teachers have a superficial understanding of critical thinking and need to develop their own critical thinking.