Teaching Research On Cultivating Senior High School Students’ Chemical High-Order Thinking Ability Under The Problem Guidance Mode

In contemporary society,due to the highly developed network information,knowledge resources are in a state of explosion.How to extract the knowledge you want from the complex ocean of knowledge,and quickly establish a knowledge framework to incorporate the extracted knowledge into your existing knowledge? In the chain of knowledge,this requires us to have scientific learning methods and thinking methods.All learning methods are inseparable from the mental operation at the psychological level.It is worth reflecting that most people do not have systematic "mental operation skills" for knowledge.Undoubtedly,the deepening of learning requires the participation of higher-order thinking,so as teachers,how should we guide students to improve their learning to the level of higher-order thinking? This is a very valuable topic.For students,having a higher-order thinking mode is equivalent to having a learning tool.Good tools make learning more effective.Therefore,in order to develop students’ higher-order thinking as the deep-level goal of education,teachers combine the characteristics of chemistry to carry out teaching design research for students’ chemistry learning,which is of great significance for cultivating students’ scientific learning methods.Based on literature review,this research explores and researches various teaching modes for cultivating higher-order thinking through literature review,questionnaire survey,case study and other methods.Teaching mode---"problem guidance" mode.The main research contents of this study are as follows:1.Sort out the literature and define core concepts such as chemical higher-order thinking and TCIM model.2.Combining the previous research and the teaching experience of professional teachers,a questionnaire on the higher-order thinking ability of general high school chemistry was made.Before issuing the questionnaire,test students’ acceptance of the questionnaire on a small scale.3.Empirical research: sort out the problems reflected in the questionnaire,select an ordinary high school for teaching research,and then select an experimental class and three control classes with similar score distributions to conduct post-class tests,and test the reliability and validity of the test papers.Degree and index analysis.4.Summarize and reflect on the conclusions obtained from the empirical research.The research conclusions are as follows:Conclusion 1: The survey results show that most of the students in the test area have weak low-order thinking ability,and there is a phenomenon that the basic knowledge is not well-understood and cannot be comprehended and applied.While developing high-order thinking ability,the low-order thinking ability should be developed regularly.and skillful continuous penetration,thereby consolidating the learner’s complete knowledge chain.Conclusion 2: Through the "problem guidance" mode of higher-order thinking teaching mode,learners’ messy learning ideas can be effectively integrated.By compiling after-school test questions,it is obvious that the experimental class has higher results.Conclusion 3: The "problem-guided" model can improve students’ ability to think deeply about difficult problems in chemistry,improve their chemistry learning level,and enable students with poor ability to learn thinking operations to use chemistry learning methods as their learning methods in other subjects.reference,thereby improving learning ability as a whole.Based on the practical research of chemical higher-order thinking ability,this research takes the TCIM model as the blueprint and the actual level of local students as the basis,and designs a teaching model for cultivating students’ chemical higher-order thinking ability — the "problem-guided" model.However,due to the short practice time and lack of teaching experience,we were unable to continue to follow up on the students’ grades,and we did not have time to fine-tune the model down to the level of the class.In a word,through the research on chemical higher-order thinking ability,this research hopes to have a profound impact on students’ learning ability,that is,it can not only have a profound impact on the deep cultivation of chemical knowledge,but also have a broad impact on other disciplines.It can provide some ideas for researchers who are interested in this field.