Research On Teaching Design And Practice Of Promoting Higher Order Chemical Thinking Based On SOLO Category Theory

Higher order thinking is thought of as mental activity that takes place at a higher level.The new education reform focuses on the ability to develop students’ key competencies.After studying the connotation of key competencies and higher-order thinking,it is found that the core elements of the two are highly consistent.The cultivation of higher-order thinking naturally promotes the improvement of core literacy to a certain extent.As one of the natural subject,chemistry is faced with the new curriculum reform and the renewal of the subject selection system.The educators are constantly studying the higher order thinking ability of chemistry.After reading and sorting out many relevant documents,books and so on,I found that there is not much practice of higher order chemical thinking in high school chemistry class,especially how to effectively measure thinking ability based on an evaluation perspective.This study aims at the cultivation of advanced chemical thinking ability,verifies the operability of advanced thinking teaching framework with the help of SOLO classification and evaluation theory,and applies it to the current investigation of advanced chemical thinking among senior high school students.The detailed researching work mainly include the following ones:(1)The research status of SOLO category theory and high-order thinking are analyzed,as well as the status and teaching status of non-metal knowledge and their compounds in senior high school chemistry.(2)A questionnaire test is made to survey the students in the internship school to understand their chemical thinking ability.Interviewed the senior high school teachers to understand the chemistry teachers’ understanding of the theories related to the high order thinking and their application status in the classroom teaching practice.(3)Teaching cases is designed and carried out according to the high order thinking frame of chemistry.After completing the practice of high-order thinking cases,the test paper test and teaching evaluation is proceeded,using SOLO theory,which verify the effect of promoting the development of high-order thinking with the teaching design cases.(4)This paper summarizes and reflects on this research,points out the shortcomings in this research,and puts forward the prospect for the cultivation of higher order thinking in chemistry.Through teaching experiments,the following conclusions are drawn:(1)According to the results of the questionnaire,the overall students’ high-order chemical thinking ability is at the M level of the SOLO structure,which corresponds to a low level,indicating that there is greater degree for improvement in chemical thinking ability.(2)After analyzing the data of before teaching practice and after teaching practice,it is found that the average values of each item in the experimental class are higher than those in the control class.From the selected four dimensions,the difference between chemical model thinking and micro thinking is significant,and there is no significant improvement in experimental thinking and innovative thinking.It can be seen that teaching design based on the teaching framework can effectively improve students’ high-order thinking level,but there are specific differences between different dimensions.