Practical Research On Cultivating High-order Chemical Thinking Of Senior High School Students Based On Problem Chain Teaching

With the advent of the information age,knowledge is updated explosively and rapidly.In order to adapt to this development,it is necessary to cultivate high-quality talents with highlevel thinking such as innovation in the 21 st century.High order thinking is a kind of comprehensive thinking in the face of complex tasks.Problem chain teaching takes problems as the ladder of thinking development,which can effectively cultivate students’ chemical highorder thinking in theory.This paper will explore and cultivate senior high school students’ thinking chain.Firstly,on the basis of clarifying the similarities and differences between problem chain teaching and other training modes and the relationship between problem chain and high-order thinking and chemical high-order thinking,according to the research conclusions in the measurement model research on the structure of high school students’ chemical high-order thinking-based on exploratory and confirmatory factor analysis published by teacher Guo Jinhua,chemical high-order thinking is divided into five categories: chemical experiment,model,micro,conservation and innovative high-order thinking.Secondly,according to the academic quality level scale and the core literacy level division scale in the curriculum standard,the three-level indicators of each high-order thinking are refined and used as the proposition basis of the independent evaluation questionnaire of chemical high-order thinking and post test questions.Then the pre-test is carried out through the students’ independent evaluation questionnaire to investigate and understand the development status of students’ chemical high-order thinking.The teaching design is carried out according to the influencing factors,types and principles of problem chain design.Finally,taking the three problem chain teaching cases of activation energy,influencing factors of chemical balance and primary battery as examples,this paper carries out problem chain teaching in the experimental class and routine teaching in the control class.After the practice,the students’ high-order thinking development of chemistry in the two classes was post tested by using the students’ independent evaluation questionnaire and post-test questions.The data analysis of the independent evaluation questionnaire shows that with the improvement of cognition,the high-order thinking of chemistry in the experimental class and the control class has been improved,but the experimental class has a greater degree of change.This shows that problem chain teaching has indeed promoted the development of high-order thinking in chemistry.However,due to the subjectivity of the independent evaluation questionnaire,the selfmade test questions are used to evaluate the development level of students’ chemical high-order thinking again.The data analysis of post test questions shows that the students in the experimental class have better chemical high-order thinking than the control class,and the average scores of high-order thinking in all dimensions of the experimental class exceed the pass line,indicating that the problem chain teaching has a significant role in promoting chemical high-order thinking and can effectively cultivate students’ chemical high-order thinking.This study shows that problem chain teaching and high-order thinking not only have a high degree of internal consistency in theory,but also can effectively promote the development of students’ high-order thinking in chemistry in practice,which will provide reference for frontline teachers to cultivate students’ high-order thinking in chemistry in the process of practice.