Practical Research On Cultivating Students’ Critical Thinking Based On High School Chemistry Experiment Teaching

The rapid spread of information in the 21 st century has made us swallowed by massive amounts of information every day,but also provided us with a convenient life.However,how to correctly judge,select and effectively use information has become the focus of current society.In these processes,whether the source of information is true and reliable,the conditions for information selection,how to establish evaluation criteria,and the processing of information creation are inseparable from the application of critical thinking.With the ability of critical thinking,not only can you handle information better,but also creative talents have played a huge role in promoting the development of society.He said: "Innovation is the primary force to promote development,innovation is development,and innovation is the future."Chemistry is a natural discipline based on experiments,which is characterized by the research and creation of substances.The General High School Chemistry Curriculum Standard(revised in 2017 and 2020)has made specific requirements for the subject content and learning objectives of scientific inquiry: "Recognize that scientific inquiry requires both observation and experiment,as well as reasoning and judgment.Use experimental teaching to improve students’ thinking ability,so that students can learn to find problems,design experiments,experimental exploration,evidence reasoning,reflection and summary and other relevant steps,and effectively cultivate students’ critical thinking.There are few teaching cases to cultivate students’ critical thinking through experimental teaching,so study how to cultivate students’ critical thinking in chemical experimental teaching It is necessary for students to think critically.In this study,we first compiled and analyzed relevant literature on chemistry laboratory teaching and critical thinking from domestic and international scholars,and then conducted a questionnaire test on the current situation of critical thinking tendencies of high school students using the California Critical Thinking Disposition Inventory(CCTDI Chinese),which has high reliability and validity.The questionnaire data were analyzed to discover the shortcomings and problems of existing critical thinking of high school students,and then appropriate educational suggestions were made.During the experimental operation,critical thinking was incorporated into the experimental teaching,and then experiments beneficial to the cultivation of critical thinking skills were selected and designed and applied.In these processes,whether the source of information is true and reliable,the conditions for information selection,how to establish evaluation criteria,and the processing of information creation are inseparable from the application of critical thinking.After the practice is completed then a questionnaire survey is used to compare the development trend of students’ critical thinking ability in the experimental class and the control class,and the teaching effectiveness is analyzed.By analyzing the results of teaching practice,the use of appropriate strategies in chemistry laboratory teaching has significant effects on cultivating students’ critical thinking and improving chemistry performance,which shows that the five teaching suggestions of critical thinking in laboratory teaching have certain effects.However,due to the limitations of the study time and sample selection,there is still room for improvement in the proposed teaching suggestions as well as the practice process.Therefore,future research should start from the teaching reality to find more teaching suggestions to effectively cultivate and strengthen the critical thinking ability of high school students,and promote the overall development of students’ core literacy in chemistry in the experimental teaching of critical thinking.