Investigation And Study On The Ability Of High School Students To Propose Creative Chemistry Problems

Creativity plays a vital role in the development of a country,largely determining the level of technological development of a country and even determining its position in the future world.As an important part of creativity,the ability to propose creative issues has been highly valued by the education sector.At present,the new curriculum reform has included inquiry into the curriculum standards of various subjects,and the question is to ask for the first element of inquiry.Therefore,integrating with specific disciplines,understanding the status quo and influencing factors of middle school students' creative ability,and further proposing targeted suggestions,this will not only help middle school students to carry out inquiry activities,cultivate their creative problems,but also contribute to enrichment the theory of creativity.Based on the integration of existing research on the ability to propose creative problems,this study combined the recommendations of the tutor group to develop a questionnaire on the ability of creative chemistry and the factors influencing the ability of creative chemistry to propose high-school students' creative chemistry problems.The specific circumstances and factors affecting the ability of high school students to propose creative chemistry issues were investigated.The statistical methods such as T test,analysis of variance and correlation analysis were used to analyze the situation of middle school students' creative chemistry problem and its influencing factors.The research on the specific situation of the ability of middle school students to develop chemistry problems shows that:(1)There is no significant difference in the ability of creative chemistry between different genders.(2)The ability to propose creative chemistry problems between different grades is significantly different.(3)There is no significant difference in the ability to propose creative chemistry between different class types.The research on the influencing factors of the ability to propose creative chemistry problems shows that:(1)teacher factors,companion factors and self-factors are related to the ability of creative chemistry to ask questions.Among them,the self-factor has the greatestcorrelation with the ability to propose creative chemistry problems,followed by the teacher factor,and the minimum is the companion factor.(2)There are differences in gender,grade and class type.There were no significant differences in teacher factors and self-factors between different genders,and there were significant differences in peer factors between different genders;there were no significant differences in teacher factors and peer factors between different grades,but their own factors were significantly different;There are only significant differences in teacher factors between different class types.According to the research results,the author further put forward suggestions for improving the ability of high school students to develop creative chemistry problems.The specific content:(1)enriching one's own knowledge and constructing a network of chemical knowledge;(2)paying attention to the way of thinking and raising awareness of problems;(3)using teaching knowledge flexibly to create reasonable problem situations;(4)updating teaching concepts and guiding students to learn creatively;(5)Reasonable arrangements to encourage active discussion and exchange.