Research On The Test Of High-order Thinking Ability Of Senior Two Students In Chemistry Based On The Perspective Of Subject Ability

Higher-order thinking is considered to be the mental activity or higher-level cognitive ability that occurs at a higher level of cognition during the process of solving problems or complex tasks.It is the needs of learners to adapt to the development of the times,and it is also a way to implement the core competency of the subject.The cultivation of higher-order thinking should be implemented in the instruction of specific subjects.Disciplinary competence can reflect the particularity of the subject and include the quality of individual thinking.Therefore,based on the perspective of disciplinary competence,the development status of higher-order chemistry thinking ability of high school students is explored,and then provides suggestions for chemistry teaching practice.On the basis of the existing literature,the concepts of "thinking","higher-order thinking" and "higher-order chemistry thinking" are defined.Combining the performance model of chemistry disciplinary competence and the chemistry understanding of high school students,it establishes an index system.The system includes three progressive levels of "learning and understanding","application and practice",and "migration and innovation".Evaluation tools are compiled based on this index system,and the evaluation tools are tested and optimized based on the Rasch model.Then 243 high school sophomores were tested.According to the average difficulty of each level of chemistry disciplinary competence,the test students are divided into four levels from low to high: " Below level 1" level,"Level 1: Learning and understanding " level,"Level 2: Application and practice " level and "Level 3:Migration and innovation " level,and the last three levels indicate that students have reached higher-order thinking.Combining SPSS software to analyze the difference of the questionnaire data,and quantitatively explore the development of higher-order chemistry thinking of high school students.It also analyzes the students' specific answers to understand the performance types of higher-order chemistry thinking of students at different levels,and summarizes the development characteristics of higherorder chemistry thinking.Research indicates:(1)The development level of higher-order chemistry thinking ability of Sophomores is generally low,at the level of "Level 1: Learning and understanding".(2)There is no significant difference in the higher-order chemistry thinking ability of the test students of different genders,and the development of the higher-order chemistry thinking ability of the test students in different schools is different.(3)Constructing a framework for analyzing the characteristics of the development of higher-order chemistry thinking from the perspective of discipline recognition,and the scores of high school students in different recognition angles and types are different.(4)There are similarities and differences in the discipline recognition methods of students with different levels of higher-order chemistry thinking ability.The higher the level of higher-order chemistry thinking ability,the more abundant discipline recognition methods it possesses.(5)The development of higher-order chemistry thinking is unbalanced,continuous development,and restricted by the development of disciplinary knowledge.Based on the above research results,corresponding suggestions are put forward for chemistry instruction,including the correct establishment of higher-order thinking development concepts,attention to differences in students' chemistry discipline recognitions,and the implementation of hierarchical teaching.