Practice Research Of High School Chemistry Thinking Cultivation Based On Project Teaching

In today’s economic globalization,all countries have put forward higher requirements for talent training.If the country wants to train talents to adapt to the development of the new era,it is necessary to pay attention to the cultivation of students’ high-level thinking ability.As the main front of talent training,schools need teachers to explore the teaching mode of cultivating students’ advanced thinking ability in combination with the characteristics of disciplines.As a popular teaching mode,the biggest characteristic of project-based teaching is "student-centered",which really puts students in the leading position.In project-based teaching,students are the masters of the classroom.Teachers design project activities with "students as the center" and guide students from the perspective of students,but do not interfere with the cultivation of students’ thinking.This way of "learning by doing" can help students to think independently more effectively and cultivate higher-order thinking more effectively.Therefore,we can explore the feasibility of project-based teaching on the cultivation of high-level thinking in high school chemistry from the theoretical level,design the teaching process and verify its effectiveness from the practical level.First,the theoretical research part.By referring to domestic and foreign literature and combining with the requirements of talent training in the 21 st century,the components of highlevel thinking are identified as critical thinking ability,problem solving ability,creative thinking ability,teamwork ability and communication ability proposed by Professor Huang Guozhen.Based on the above five high order thinking abilities,a high order thinking evaluation scale was developed,and a questionnaire was made and distributed to students.Combined with literature analysis,interview,investigation,classroom observation and other methods,the analysis concludes that the overall high order thinking ability of senior one students in a middle school in Guigang needs to be improved.Teachers generally realize that students need high order thinking ability to adapt to the development of the new era,and the school should conduct professional training for teachers and explore effective teaching methods.Research on the integration of project-based teaching into high school classroom to cultivate students’ high-level thinking can not only help students adapt to the requirements of talent training in the new era,but also help teachers find appropriate teaching methods to cultivate students’ high-level thinking ability and improve teachers’ teaching quality.Second,the practical research part.Through consulting domestic and foreign literature,the author summarizes the strategies,steps and principles of integrating project-based teaching into high school classroom to cultivate students’ advanced thinking.In order to test the influence of project-based teaching integrating into high school classroom to cultivate students’ advanced thinking,two classes taught by the author in a middle school in Guigang City were selected as research objects in the practical research.Two teaching cases of Understanding Jelly and Scientific Use of 84 Disinfectant were selected according to students’ interests,and the specific teaching process of project-based teaching to cultivate high school students’ advanced thinking ability was expounded.At the same time,timely reflect on the problems existing in the project case,and summarize the countermeasures.Third,draw conclusions.Starting from the five components of higher-order thinking ability,this paper investigates the changes of students’ higher-order thinking ability after carrying out project-based teaching.After the end of the semester,students’ self-assessment form analysis,score analysis,questionnaire statistical analysis and interview analysis are carried out,and the following conclusions are drawn: 1.Student self-assessment.Diversified evaluation methods can enable students to reflect on themselves in time.The analysis of students’ self-evaluation form shows that project-based teaching can effectively promote group cooperation and classroom activity,which is conducive to improving higher-order thinking.2.Performance analysis.After the end of the two teaching cases,the results of the experimental class were higher than that of the control class,indicating that project-based teaching can effectively improve students’ results.3.Questionnaire survey.SPSS software is used to analyze the students’ higher order thinking ability,among which the team cooperation ability is the most significant improvement.4.Interviews with teachers and students.Teachers generally recognize the role of project-based teaching in improving higherorder thinking,but teachers should have sufficient professional knowledge and be able to properly guide students to think in class.Only students really think,can they explore,learn and communicate in project activities.Students show strong interest in project-based teaching model.The student-centered teaching model can effectively improve the classroom activity and students’ participation.Through group cooperation,students can learn from each other and help each other,which is conducive to giving full play to students’ strengths.