A Study Of Problem Design For Teaching Functions In High School Based On Higher-order Thinking Development

With the advent of the knowledge-based economy,society is demanding higher standards of human resource development,requiring citizens to have higher-order thinking above information technology and problem-solving skills in complex contexts.For this reason,higher-order thinking,with "analysis,evaluation,creativity and criticism" as its core,has received much attention in curriculum reform and school education."A strong sense of questioning is an inexhaustible motivation for the development of thinking.This study combines problem design and higher-order thinking development in the context of function teaching and aims to investigate how to design high-quality teaching problems to promote students’ higher-order thinking development.The study is divided into the following parts.In the first part,the research problem is identified in the context of the chosen topic,and the significance and methodology of the study are described.By reviewing the relevant literature,the theoretical basis of this research is clarified at the level of constructivist theory,Bloom’s taxonomy of educational goals and the zone of most recent development.In the second part,the theoretical analysis of problem design based on higher-order thinking is developed from two aspects.Firstly,the concepts of higher-order thinking,problem design and problem design based on higher-order thinking are defined in turn,and higher-order thinking is defined in this study as comprehensive thinking that integrates analysis,evaluation,creativity and criticism.Secondly,the current status of research on problem design based on higher-order thinking at home and abroad is sorted out,and a literature review is conducted on the basis of the review.In the third part,on the basis of theoretical research,questionnaire and interview methods are adopted to investigate the current situation of problem design based on higher-order thinking.Through the analysis of the questionnaire results,it was found that the overall trend of the development of higher-order thinking among high school students was uneven,with many"in-between" areas and large individual differences."In the fourth part,we firstly combine the problems found in the survey with the problems of the "middle ground" and individual differences.In the fourth part,firstly,combining the problems found in the survey and relevant theories,the strategies for designing teaching questions based on the cultivation of higher-order thinking are proposed: setting ladder-type questions to promote the progressive development of thinking;setting comparative-type questions to promote the development of analytical thinking;setting discursive-type questions to guide the development of students’ critical thinking;setting research-type questions to cultivate students’ creative thinking;setting reflective-type questions to develop evaluative Thinking.Secondly,based on the above strategies,a detailed teaching design is developed with a case study of the section "4.5.1 Zeros and Equations of Functions" in the PEP(2019).The fifth part,based on relevant theories,applies problem design strategies to practice and conducts experimental research to test the effectiveness of problem design based on higher-order thinking cultivation on the development of students’ higher-order thinking.Through the analysis of the scores of the entrance and final exams,it was found that the experimental class students’ grades have improved.Comparing the results of the two high-level thinking survey questionnaires,it was found that the overall high-level thinking level of the experimental class students has improved.In the sixth part,the findings and limitations of this study are analysed and future research work is presented.