Research On High-order Thinking Of Senior High School Students In Chemical Experimental

Chemical experiment high-order thinking is an experimental thinking that occurs at a higher cognitive level.It is a thinking ability reflected in the process of solving challenging experimental problems.In order to solve a series of complex experimental problems,we can continuously explore and process chemical experimental problems with high-order thinking and logical processing strategies;Based on the information obtained in the experiment,through reasoning,generalization and other thinking processes,it can obtain chemical concepts,understand material properties,reveal chemical laws,and continuously regulate the process and results of solving problems.These characteristics and behaviors of high-order thinking in chemical experiment are consistent with the requirements in the following curriculum objectives of the chemistry curriculum standard for senior high schools(2017 Edition),That is,students "can find and put forward chemical problems with inquiry value,design and optimize experimental schemes according to the inquiry purpose,complete experimental operations,process the experimental information observed and recorded and obtain conclusions;can exchange the results of experimental inquiry with students and put forward ideas for further exploration or improvement".It can be seen that cultivating students' high-order thinking of chemical experiment is an inevitable requirement for cultivating their core literacy of the discipline.However.the data show that the current research on high-order thinking of chemical experiment in the field of chemical education is not enough to meet the needs of current teaching practice.Therefore,based on the high school section,this paper studies the related problems of high-order thinking of chemical experiment.In the first part of the research,the author expounds the reason of the topic selection,and defines the goal,significance,ideas and methods of the research.In the second part of the research,the author first studies the connotation and constituent elements of high-order thinking through the method of theoretical analysis,defines the high-order thinking of chemical experiment,reveals the characteristics of high-order thinking of chemical experiment,analyzes the behavior of high-order thinking of high school students in chemical experiment,and constructs the learning advanced level of high-order thinking of high-school students in chemical experiment.Secondly,the author tests the theoretical analysis results by means of questionnaire and interview.The data show that the conclusions obtained from the above analysis are recognized by some front-line teachers and experts.In the third part of the research,the author constructs the evaluation framework of high-order thinking in chemical experiment,and explores the development status and factors affecting the development of high-order thinking in chemical experiment of senior three students in some areas of Jiangsu Province by means of paper and pen test,oral report and retrospective interview.The results show that:(1)There is still a certain gap between the high-order thinking of chemical experiments and the goals of the appropriate thinking level of high school students;(2)The factors that affect the development of high-order thinking of chemical experiments in high school students mainly include the richness and structure of students' knowledge and experience,learning motivation and interest,knowledge transfer ability and teaching methods of chemical experiments.In the fourth part of the research,based on the results of previous theoretical research,aiming at the problems existing in the development of high-order thinking of senior high school students in chemistry,the author puts forward the teaching strategies for developing high-order thinking of senior high school students in chemistry experiment through the combination of theoretical analysis and case study:(1)pay attention to the design of high-quality experimental problems;(2)Strengthen the experimental teaching activities integrating "teaching,learning and evaluation";(3)Pay attention to the breakthrough of thinking short board.