Research On The Cultivation Of High Order Thinking Ability Of Students In High School Ideological And Political Courses

The development of the times puts forward higher requirements for the cultivation of talents.Education,as the key to cultivating talents,must constantly carry out reforms that keep pace with the times.In addition to paying attention to the teaching of subject knowledge,it is also necessary to pay attention to the training of students’ thinking and the improvement of skills.As a comprehensive ability based on high-level cognitive level,higher-order thinking ability is the core ability to promote students’ better growth and success.In the "Ideological and Political Curriculum Standards for Ordinary High Schools"(2017 version,revised in 2020),the requirements for the cultivation of high school students’ high-level thinking ability have been clearly stated in terms of curriculum concepts and curriculum objectives,which fully reflects the high-level ideological and political courses in senior high schools.The necessity and feasibility of first-order thinking ability.As an active subject with strong political,ideological,comprehensive and logical nature,high school ideological and political course plays an irreplaceable role in the cultivation of high school students’ higher-order thinking ability.Therefore,this research is based on the questionnaire survey,on the basis of expounding the relevant concepts and characteristics of higher-order thinking ability,combined with the survey results and actual teaching experience,to analyze the problems existing in the cultivation of students’ higher-order thinking ability in senior high school ideological and political courses And its causes,provide strategies for high school ideological and political courses to more effectively cultivate students’ higher-order thinking ability.This article is discussed in five parts.The first part: expounds the related concepts and characteristics of higher-order thinking ability.Clarify the internal relationship between high school ideological and political courses and higher-order thinking ability,and put forward the theoretical basis to support the research,guided by Marxist critical theory,Bloom’s cognitive goal classification theory and Dewey’s reflective thinking theory.In general,this paper will start from the following five parts.The first part describes the related concepts and characteristics of higher order thinking ability.The first part also clarifies the internal relationship between high school ideological and political courses and higher order thinking ability,and puts forward the theoretical basis for supporting the research,guided by marxist critical theory,Bloom’s cognitive goal classification theory and Dewey’s reflective thinking theory.The second part discusses the necessity of ideological and political courses to cultivate students’ advanced thinking ability from three aspects: times,curriculum reform and ideological and political courses.From the effect of classroom teaching,the political discipline core literacy on high school education courses,student’s own development the significance of high-order thinking ability training for students.The third part: according to the characteristics of political subject,the questionnaire of students and teachers is compiled respectively.To understand the current development of students’ thinking ability and the existing problems in the cultivation of students’ higher-order thinking ability in high school ideological and political courses,and analyze the causes of its formation.The fourth part:based on the analysis of attribution,the author tries to explore the effective strategies of cultivating students’ higher-order thinking ability in high school ideological and political courses,including improving teachers’ professional quality,designing higher-order thinking ability classes based on the characteristics of political subjects,actively breaking the obstacles affecting the development of thinking and establishing scientific evaluation methods suitable for the development of thinking.The fifth part: design specific teaching cases,through teaching presupposition put forward the corresponding teaching reflection,as the relevant teaching reference.