An Empirical Study On Developing The Logical Thinking Ability Of "Poor Students" In Chemistry Teaching In Senior High School

With the deepening of the new curriculum reform,the education concept of "paying attention to the development of all students" and "people-oriented" is deeply rooted in people's hearts.More and more educators begin to change the concept of education,they pay attention to the development of healthy students,but also explore how to improve the "poor students" academic performance,development of "poor students" learning ability.Logical thinking ability refers to the ability to think correctly and reasonably,which is the basis of students' lifelong learning and the key ability necessary for students to comprehensively use knowledge to solve practical problems.Therefore,to promote the development of the logical thinking ability of "poor students" in teaching is an important way to promote the transformation of "poor students".This study carries out experimental teaching on the topic of "developing the logical thinking ability of poor students in chemistry teaching",in order to provide reference for the teaching of front-line teachers.Through literature review and reading relevant books,this paper analyzes the formation of "poor students",the transformation strategy of "poor students",and the research status of developing students' logical thinking ability in teaching,defines the research purpose,significance,methods and content,and defines the concepts of "poor students" and "logical thinking ability".Based on "attribution theory" and "cognitive development stage theory",combined with some deficiencies existing in the current "poor students" transformation teaching and the teaching requirements of the new curriculum standard,the teaching principles of this study are determined: recognition principle,intuitive principle,acceptability principle and consolidation principle;The following teaching strategies are put forward:(1)appreciate education,guide correct attribution,improve learning motivation;(2)Set questions skillfully,guide logical reasoning,strengthen the thinking process;(3)Analyze typical cases and build problem solving models to promote knowledge understanding;(4)Experimental demonstration,detailed explanation of steps,rich perceptual understanding.To verify the research of teaching principles and teaching strategies in the teaching of practical feasibility and development effectiveness of "poor student" thinking ability,a hig h school in yulin city bobai county high grade for the experimental teaching,in order to an alyze the experiment teaching effect,paper and pencil tests on the way and student intervie w analyzed students' chemistry learning,the development of thinking ability.After analysis and summary,the following conclusions are drawn: the teaching principles and teaching st rategies proposed in this study have a certain promoting effect on improving the chemistry learning performance of "poor students";To some extent,the teaching principles and strate gies proposed in this study promote the development of the thinking abilities of "poor stud ents",such as comprehensive analysis ability,generalization ability and induction ability.Due to the researchers' knowledge level and teaching level is limited,as well as the limitations of the research object and the experimental teaching time is short,this study still exist deficiencies,this research institute of teaching principles and teaching strategy has to be in the future,and the teaching process of basic teaching of further inspection and improvement of test tools and teaching evaluation method also needs further improvement.