The Relationship And Intervention Between Critical Thinking And Academic Achievement In Senior High School Students

With the development of The Times,more and more attention has been paid to the cultivation of students' critical thinking ability in basic education.Critical thinking can stimulate students' creativity and enhance students' autonomy,which is an important part of school education.The high school stage is an important period for the development of critical thinking,and critical thinking plays an increasingly important role in high school teaching.Teachers can guide students to formulate and adjust corresponding learning plans according to the development status of students' critical thinking,so as to help students develop critical thinking ability.At present,there is still a great space for the development of critical thinking in high school students in China,and researches on the influence mechanism and intervention of critical thinking on academic achievement need to be further explored.Therefore,it is very necessary to conduct relevant basic and applied research on critical thinking in high school students.In Study I and Study II,1565 students from a high school in Changzhou City,Jiangsu Province were selected to investigate the status quo and development characteristics of high school students' critical thinking by using the Chinese version of the California Critical Thinking Tendency Questionnaire,the Academic Self-efficacy Scale and the Adolescent Academic Emotional Questionnaire.The chain mediating effect of academic self-efficacy and academic emotion on the relationship between critical thinking and academic achievement;Seventy-four senior high school students were selected from the third middle school in this study.The intervention group was given two semesters of biology teaching with the method of problem based learning(PBL),while the control group was given three follow-up tests of critical thinking and academic achievement in biology with the traditional teaching method.To verify the effectiveness of PBL teaching method in improving students' critical thinking and academic achievement in biology.The results showed that: 1)the overall level of critical thinking of high school students was strong,most of them had a strong level of truth seeking,open mind,analytical ability,systematic ability,intellectual curiosity and cognitive maturity,but most of them had a weak level of self-confidence.The development of critical thinking of senior high school students shows a V-shaped trend,and the critical thinking level of senior high school and senior high school students is higher than that of senior high school students.The self-confidence and curiosity of male students are higher than that of female students,and the openness of female students' mind and cognitive maturity are higher than that of male students.2)high school students academic self-efficacy can be achieved by positive low arousal/negative low arousal in critical thinking and completely chain intermediary role between academic achievement and high school students negative low arousal/active low arousal by academic self-efficacy in critical thinking and completely chain intermediary role between academic achievement.3)Students of Grade One 1 who have implemented PBL teaching method for two semesters have higher open mind,analytical ability,systematic ability,curiosity for knowledge and critical thinking than those who have adopted traditional teaching method.In conclusion,the overall level of critical thinking of senior high school students is relatively strong,showing a V-shaped development trend.The critical thinking of high school students can influence academic achievement through self-efficacy and academic emotion.Problem-based learning(PBL)can improve students' critical thinking.