Project-driven Research On Chemistry Teaching Practice Of Developing Students’ Higher Order Thinking

Based on the background of the rapid development of information and economic globalization,China has put forward higher requirements for the cultivation of highquality talents.The 2017 edition of the chemistry curriculum standards for senior high schools puts forward the education concept of "quality-oriented",emphasizing the cultivation of students’ advanced thinking ability.Among them,the qualities of "scientific inquiry and innovation consciousness" include high-order,innovative and challenging aspects,which are the concentrated embodiment of the cultivation of highorder thinking.It is committed to developing students’ scientific inquiry and innovation ability,and pays more attention to the integration process of "teaching,learning and evaluation".Therefore,developing students’ higher-order thinking ability in the current teaching environment has become the mainstream of talent training in the new era,and it is also a necessary way to implement the requirements of literacy.As a mental activity at the cognitive level,higher-order thinking organically integrates higher-order knowledge with ability and accomplishment.Compared with traditional teaching,cultivating higher-order thinking can better improve students’ critical and creative thinking ability.In the process of educational innovation,projectbased teaching has been gradually introduced into various subject areas,which,as a new teaching mode,has made up for the shortcomings of traditional teaching.The teaching materials of this mode come from life,so that the teaching is really visualized.Therefore,the integration of project-based teaching and the cultivation of higher-order thinking has a large exploration space to a certain extent.Therefore,the author carried out a project-driven research on the development of students’ higher-order thinking in chemistry teaching practice.Preparation for practical research: Based on the review of relevant literature at home and abroad,this paper defines the core concepts of this study,namely "higherorder thinking ability","project-based teaching" and "creative problem solving",and clarifies the relevance of Bloom’s educational goal taxonomy theory,constructivism theory,and zone of Proximal development theory with this study.This paper constructs a project-driven inquiry teaching model to develop students’ higher order thinking.The design of practical research: expatiate the three principles to promote the development of higher-order thinking,and select the appropriate teaching design strategies to cultivate higher-order thinking by analyzing the cognitive characteristics of senior one students.According to the theory of zone of proximal development and the division of academic level quality of high school chemistry curriculum standard,the teaching evaluation scale system is constructed from three level dimensions of analysis,evaluation and creation,and the basic link of project-based teaching implementation is determined.Combined with teaching observation,this paper analyzes the feasibility of "project-driven inquiry teaching model to develop students’ higher-order thinking" from the aspects of subject characteristics and students’ learning situation.The implementation of practical research: Two classes of senior one in A demonstration high school in Qinzhou City of Guangxi with similar pre-test results in chemistry were taken as the research objects.Class A was the experimental class(55students),and Class B was the control class(56 students).This paper selected topic 3 "Chemical Substances obtained from Seawater" as the research content to carry out practical research,and SPSS statistical software was used to collect and analyze the data of the two classes before and after the practice.(1)From the perspective of classroom behavior,students’ classroom participation in the experimental class of "project-driven development of higher-order thinking teaching for students" is significantly higher than that in the control class;(2)According to the analysis of the monthly test,weekly test,test paper and questionnaire,the experimental class and the control class have the same level of higher-order thinking ability,and the students are able to correctly sort out the topic thinking and raise questions and rational evaluation;(3)The creative ability of the experimental class that implements "project-driven development of higher-order thinking teaching for students" is slightly higher than that of the control class.When facing inquiry problems,students are better at breaking rules and independently constructing solutions.Research shows that project-driven teaching can stimulate students’ learning initiative and enthusiasm to a certain extent,and students’ way of thinking is more comprehensive.