A Study Of Critical Thinking Assessment Of Junior High School Students In Chemistry Based On SOLO Classification Theory

In 2016,the establishment of China’s core literacy system for student development reignited researchers’ keen interest in critical thinking.In 2022,with the promulgation of the new compulsory education curriculum standards,research on critical thinking continues to heat up,and chemistry,as one of many disciplines,has drawn attention to the current status and problems of students’ critical thinking in chemistry.How to construct critical thinking assessment tools with local and disciplinary characteristics is currently a major research hotspot in this field.In order to overcome the shortcomings of the existing critical thinking assessment tools in chemistry,which are not disciplinary and scientific,this study constructs a set of critical thinking assessment tools with the characteristics of chemistry based on the research results of critical thinking,scientific thinking,and higher-order thinking,and applies them to the investigation of the current situation of critical thinking of junior high school students in chemistry,and proposes the implementation of a multi-faceted penetration of critical thinking in chemistry paths,thus promoting the steady development of middle school students’ core literacy in chemistry.The first part is a theoretical exploration.This study deepens the significance of the research and identifies the research ideas and methods by systematically sorting out the academic dynamics of critical thinking and critical thinking in chemistry,focusing on the limitations of the current critical thinking assessment research.In addition,key words were extracted from "critical thinking in chemistry based on SOLO classification theory",and core concepts such as "critical thinking" and "critical thinking in chemistry" were identified and discussed.The core concepts such as "critical thinking" and "chemical critical thinking" were identified and discussed,and their connotations and characteristics were explored.The second part is the development of tools.Based on the academic frontier,theoretical foundation and the new compulsory education chemistry curriculum standards,we initially constructed a critical thinking assessment index system for chemistry,and combined it with SOLO classification theory to build a framework for critical thinking assessment in chemistry.Based on the critical thinking assessment framework,we developed a critical thinking test in chemistry.The overall quality parameters of the Rasch model,unidimensionality test,White’s plot,and item fit were tested,and the results showed that the test questions had good reliability and validity.The third part is a practical exploration.A study was conducted to analyze the current situation of 522 junior high school students’ critical thinking in chemistry in two schools of different levels using test papers.The results showed that: the level of critical thinking in chemistry among junior high school students was generally low;there were significant inter-school differences in junior high school students’ critical thinking in chemistry,and junior high school students in district-level schools had better critical thinking in chemistry than junior high school students in county-level schools;there were significant gender differences between boys’ and girls’ thinking levels on most secondary indicators of critical thinking in chemistry,but there were no systematic integration and questioning inquiry thinking qualities gender differences;students’ academic achievement had a significant effect on students’ critical thinking in chemistry,and the overall level of critical thinking in chemistry was significantly higher for academically gifted students than for intermediate and struggling students,and significantly higher for intermediate students than for struggling students;students’ recognition analysis and evidence reasoning skills were at the level of the association structure,while judgment evaluation skills were at the level of the multi-point structure;students’ four critical thinking qualities were at the level of the single-point structure and Students’ four critical thinking qualities were between the single-point and multi-point structural levels.Students performed best in the identification and analysis skills and evidence-based reasoning skills of critical thinking in chemistry,and were weakest in the systematic integration and questioning skills.In response to the assessment results,this study focuses on cultivating core literacy in junior high school chemistry and proposes countermeasures to improve it:using open curriculum resources as the entry point,innovative teaching methods as the focus,and nurturing scientific thinking as the anchor point,and exploring teaching reforms that point to the development of students’ critical thinking in junior high school chemistry.