Research On Teaching Design Based On The Training Of Advanced Thinking Ability Of Chemistry

With the rapid development of science and technology of the times,the society has increasingly higher requirements for the ability of qualified talents.Teaching should pay more attention to students' thinking activities,and cultivate students' high-level thinking ability in class,so as to promote the development of high-quality talents.Higher-order thinking refers to mental activities generated at a higher cognitive level,and is a higher-level thinking ability,such as creativity,evaluation,and critical thinking.Integrating the characteristics of chemistry disciplines to promote students to develop higher-order thinking activities in chemistry learning is not only conducive to the development of higher-order thinking abilities,but also has important value and significance for the development of students' core chemistry disciplines.However,under the pressure of course tasks and further education,most teachers often neglect to promote the development of students' higher-order thinking ability in chemistry in order to enable students to gain more knowledge within a limited teaching time,which is contrary to the concept of cultivating talents of the age.Therefore,taking the development of higher-order thinking ability of chemistry as the educational goal,it is of great significance to carry out research on the design of chemistry classroom teaching to promote the cultivation of talents in modern society.This study consists of eight parts,as follows.The first part is the introduction.By combing the research history and the latest research results of domestic and international higher-order thinking and domestic higher-order thinking,the research background,significance,purpose,methods and ideas of this research are expounded.The second part is based on literature analysis,to clarify the connotation of "high-order thinking" and "chemical high-order thinking",and to establish three aspects of this study to cultivate students' high-order thinking ability of chemistry: "macro-micro-fu" combined transformation ability,The ability of experiment design and inquiry,as well as the evaluation ability of chemical social problems,explain its connotation,and determine the main theoretical basis of the thesis research.The third part is to compile a questionnaire based on the division of chemistry higher-order thinking ability indicators,and investigate the status of chemistry higher-order thinking ability of first-year students in the form of questionnaires to understand the current status of chemistry higher-order thinking of high school students.The results show that the overall level of students 'high-level thinking ability in chemistry is low,and there is much room for improvement;the level of students' experimental design and exploration ability is stronger than the other two aspects;the different levels of different abilities have certain differences;the overall In general,only a small number of students have critical and higher-order thinking consciousness,and most students lack innovative,critical,and evaluative thinking skills.The fourth part is based on the analysis of the survey results,according to the analysis of teaching design ideas,specifically elaborated the teaching design strategy to promote the development of the "macro-micro-character" combined transformation ability,experimental design and inquiry ability,and the evaluation ability of chemical social problems.The fifth part takes the metal and its compound as an example,analyzes the characteristics of the content of the metal and its compound chapter,puts forward the teaching design model of "high-level thinking ability of chemistry" in this research,and designs and analyzes the teaching case.The sixth part is practical research.The experimental class adopts the teaching process based on the cultivation of advanced thinking ability in chemistry for teaching design,while the control class adopts the conventional teaching design for practice.After teaching the content of one chapter,self-made test questions from the three aspects of "macro-micro-character" combining transformation ability,experimental design and inquiry ability and chemistry social problem assessment ability to test the student's learning effect and use SPSS 25.0 software performs statistical analysis on the scores of different abilities.The research results show that there are significant differences in the performance of the experimental class and the control class in the three abilities.The development of "capacity" has a promoting effect.The seventh part is Conclusions and recommendations.Summarize the key research results of teaching based on the training of higher-order thinking ability of chemistry,put forward teaching suggestions that are conducive to better promote the higher-order thinking ability of chemistry,and provide references for front-line teachers.