Research On Instructional Design Focusing On The Development Of Higher-order Thinking Abilities In Chemistry Of High School Students

Higher-order thinking abilities in chemistry are the ability of high school students that focus on complex chemical problems to gain structured core knowledge and principles of chemistry and to develop innovative spirit and practical level,which from the chemical perspectives,such as macro and micro integration,chemical equilibrium,conservation of matter and energy,by means of the chemical tools,such as chemical experiments,chemical language and chemical models,and by using the chemical methods,such as evidential reasoning,analysis,summarization,abstraction and evaluation.Developing students’ higherorder thinking abilities in chemistry is both a way to implement core literacy in chemistry and a new requirement for learner development in the information age.However,data show that current chemistry education area on the development of higher-order thinking abilities is not sufficient,and in particular,research on teaching design focusing on the development of students’ higher-order thinking abilities in chemistry has yet to be explored.Hence,this paper is based on the upper secondary level,with the educational aim of developing students’ higherorder thinking abilities in chemistry in high school,and provides an in-depth discussion and construction of its teaching design elements,characteristics,principles,strategies and teaching design models,which include the following parts:Chapter 1 is the introduction part.It clarifies the background of this topic research,and specifies the ideas and methods of this research based on the theoretical and practical significance of this topic research.Chapter 2 is the research overview part.On the basis of the domestic and foreign literature on higher-order thinking,the connotation of higher-order thinking and higher-order thinking abilities in chemistry is defined by combining the views of other scholars and the characteristics of the subject,and the specific requirements of high school students’ higherorder thinking abilities in chemistry are obtained by analyzing the "Ordinary High School Chemistry Curriculum Standard(2017 Edition 2020 Revised)" in terms of "academic quality level" and "chemical core literacy level".Chapter 3 is the section on the study of elements and characteristics of teaching design.Through the comparison and synthesis of typical teaching design elements,combined with the analysis of higher-order thinking in chemistry,six elements of instructional design focusing on the development of high school students’ higher-order thinking abilities in chemistry are proposed.Then,using these six elements as the exploration dimension,text analysis and classroom observation are used to propose and verify the characteristics of teaching design focusing on the development of higher-order thinking abilities in chemistry of high school students by means of hypothesis testing:(1)Teaching objectives focus on higher-order thinking;(2)Teaching situations are authentic and complex;(3)Teaching processes are constructed with the core of solving poorly structured problems;(4)Teaching activities highlight cooperation and discussion;(5)Teaching resources emphasize the use of information technology;(6)Teaching evaluation reflects the application of higher-order thinking.Chapter 4 is the construction of a teaching design model.On the basis of clarifying the above-mentioned teaching design elements and characteristics,combined with the inspiration obtained from text analysis and classroom observation,the corresponding teaching design principles and strategies are put forward,and the teaching design model focusing on the development of higher-order thinking abilities in chemistry of high school students is constructed.Chapter 5 is part of the case design,practice and evaluation.Under the guidance of the above model,the design process of the "Molecular Crystals" case is demonstrated,and after teaching practice,the effectiveness of its teaching that focuses on the development of higherorder thinking abilities in chemistry of high school students is analyzed and evaluated using classroom observations and post-class interviews,and reflections on teaching are made.Chapter 6 is the summary and reflection part.It summarizes the research results of this topic and reflects on the shortcomings in the research.This article generally presents the process of constructing a teaching design model focusing on the development of higher-order thinking abilities in chemistry of high school students,and provides a new teaching design model for the cultivation of higher-order thinking.