Scaffold Teaching Practice Research To Promote The Development Of Higher-order Thinking Skills In Chemistry

In the ever-changing information age,higher-order thinking ability is an inevitable need for students to adapt to social development and achieve personal lifelong development.The "General High School Chemistry Curriculum Standards(2017 Edition 2020 Revision)" also puts forward requirements for cultivating students’ higher-order thinking ability,which shows that it has important practical significance.Scaffold teaching is an advanced and increasingly mature teaching mode in line with the educational concept of the new era,which advocates the construction of learning scaffolds in the nearest development area of students with student center,guides them to carry out independent inquiry,cooperative learning and other activities,and then realizes the independent construction of knowledge and ability improvement,which plays an important role in promoting teaching development and improving teaching quality.Therefore,the teaching design and practice of using scaffold teaching to promote the development of students’ higher-order thinking ability in chemistry has certain practical significance.Based on the collation and analysis of relevant literature on higher-order thinking ability and scaffold teaching at home and abroad,this study sorts out the theoretical basis of this research,determines the method,content and process of this research,and defines the concepts of "higher-order thinking ability","higher-order thinking ability in chemistry" and "scaffold teaching".Combined with the research topic,the students were prepared to compile the test paper and teacher questionnaire of advanced thinking ability in chemistry,and conduct surveys on students and teachers to understand the level of advanced thinking ability in chemistry of high school students,clarify the views and attitudes of high school chemistry teachers on advanced thinking ability in chemistry and the cultivation of advanced thinking ability in chemistry in the classroom,so as to provide a realistic basis for research;On this basis,following the basic links of the scaffold teaching mode,the scaffold teaching principles and common scaffold types that are conducive to the development of students’ higher-order thinking ability in chemistry are proposed,and then the scaffold teaching design and one-semester teaching practice are carried out in combination with the requirements of the new course standard and the teaching content of the first volume of the 2019 People’s Education Edition.The experimental class adopts the scaffold teaching mode for teaching,and the control class conducts regular teaching.After teaching practice,collect data such as students’ chemistry academic performance and scores in four dimensions of chemistry higher-order thinking ability,and then combine feedback information such as classroom performance and teacher-student interviews to analyze and summarize the teaching effect from multiple angles to judge whether the scaffold teaching mode is effective in promoting the development of students’ higher-order thinking ability in chemistry.The results show that the overall level of chemistry higher-order thinking ability of students in the internship school is low,and through the implementation of scaffold teaching,students have improved their model construction thinking,chemical experimental thinking and transfer innovative thinking ability,and their chemistry academic performance has also made certain progress.At the same time,scaffold teaching can enliven the classroom atmosphere,which has positive significance for enhancing students’ interest in chemistry learning,enhancing learning motivation,improving learning methods,and promoting active learning,and provides reference for high school chemistry teachers to carry out teaching design and practice.