Research On The Design Of Higher-Order Thinking Problems

With the development of the times,the education model based on knowledge transmission no longer meets the requirements of talent training,and simple information storage cannot meet the needs of students’ sustainable development.Improving students’ literacy and thinking has become an urgent problem to be solved in educational development.In order for students to acquire lasting,transferable knowledge and form a more fluid knowledge structure and thinking structure,they must develop higher-level thinking skills,such as creative thinking,critical thinking,metacognition,and problem-solving skills.Higher-order competencies reflect the characteristics of lifelong learning,and the core of higher-order competencies is higher-order thinking.Problems are the starting point of thinking,the driving force of thinking,control the process of thinking,and determine the final goal of thinking.One of the effective ways to cultivate higher-order thinking is problem design.Therefore,this thesis starts a research on the problem design of higher-order thinking,in order to provide a reference for middle school chemistry teaching.Based on a review of higher-order thinking and problem design,this study uses Bloom’s taxonomy of educational goals,zone of proximal development,and problem solving as theoretical foundations to construct a higher-order thinking-oriented approach from two aspects:universal characteristics and chemical discipline characteristics.A framework for analyzing the characteristics of chemical problems,in which the general characteristics include challenging,hierarchical,open,exploratory,and situational characteristics.According to the framework,the problems in the high-quality chemistry course of senior high school are analyzed,and the specific reflection of the characteristics of chemistry problems of higher-order thinking in the high-quality course is pointed out.In order to further understand the specific situation of chemistry problems that point to higher-order thinking in high-quality courses,the author conducts statistical analysis on such problems.The results show that even the high-quality courses do not have all the problems with the characteristics of higher-order thinking,and the characteristics of chemistry are even less.Based on this,the author redefines the problems that point to higher-order thinking,that is,they have more than 5 characteristics.The questions are directed towards higher order thinking.According to this realistic feature,the author briefly describes the general problem design from three aspects: subject knowledge,student experience and social content,and then discusses the problem design strategy for higher-order thinking in detail,mainly focusing on the characteristics of chemistry.Strategies include: exploring macroscopic phenomena and excavating microscopic essence;combining qualitative and quantitative analysis to enhance knowledge understanding;promoting model construction and strengthening knowledge correlation;leading by subject concepts and deeply digging knowledge connotation.Based on the above theoretical analysis,this thesis takes the knowledge content of salt hydrolysis as an example,combines the problem design strategy to develop specific problem design,integrates it into specific teaching,forms a specific teaching plan,and selects two parallel classes for teaching practice Research.In order to test the teaching effect,the author uses the "Salt Hydrolysis Knowledge Test thesis" and the "Higher-Order Thinking Questionnaire" adapted from the "Advanced Thinking and Problem Solving Checklist" designed by GDBorich& M.L.Tombari as quantitative measurement tools,supplemented by Student interviews were conducted as a supplement to the qualitative survey.The results of the survey show that both teaching with questions directed to higher-order thinking and conventional teaching can enable students to acquire the necessary knowledge and skills.No significant advantage.However,by analyzing and examining students’ higher-order thinking questions,we can find that although not all questions that point to higher-order thinking have significant differences,there are indeed many such questions that have significant differences.Teaching with questions is really effective in promoting the development of students’ higher-order thinking.However,the development of thinking is a long-term process.Only by consistently training students in higher-order thinking can students truly develop and improve their thinking.This practical result also proves that the characterization framework of chemical problems oriented towards higher-order thinking is reasonable,because the construction of this strategy is based on the characterization framework of chemistry problems oriented towards higher-order thinking.Finally,the author reflects on the shortcomings in the research process and puts forward research prospects.