"Problem-driven" In The Cultivation Of High-order Thinking In High School Chemistry Applied Research

The rapid development of social information puts forward higher requirements for talent training.The reform of senior high school chemistry curriculum advocates the cultivation of students’ core chemistry quality and the improvement of students’ high-level thinking ability can not only meet the requirements of The Times for talent quality,but also effectively implement the cultivation of students’ core quality.In high school chemistry class,it is of theoretical and practical significance to set driving questions rationally and skillfully to develop students’ higher order thinking ability.In this study,literature research,experimental research,questionnaire survey,interview and other research methods are adopted.Based on the problem-driven teaching model,teaching design and implementation are carried out to guide students to develop higher-order thinking ability in the process of problem solving.First of all,combined with the research status of problem-driven teaching and higher-order thinking ability,the feasibility of training students’ higher-order thinking ability in chemistry by problem-driven teaching was theoretically analyzed,and the concept of problem-driven teaching and higher-order thinking ability was defined and the research scope was determined.Secondly,under the guidance of the theories of recent development area,constructivism and Bloom’s taxonomy of educational objectives,combined with the results of the investigation and analysis of the teaching status,the "three rings and six steps" teaching model based on "problem driven" is designed to cultivate students’ high-level thinking in chemistry.According to the constructed teaching model,the teaching design is carried out by taking "galvanic cell" and "electrolytic cell" as examples.Carry out teaching practice research.Finally,through the examination,teaching mode satisfaction survey and higher order thinking ability test,to diagnose the learning effect of students.The research shows that the "three rings and six steps" teaching model,which uses the problem-driven teaching model to train students’ higher order thinking ability,is helpful to the improvement of students’ academic performance and can promote the cultivation of students’ higher order thinking ability.It is hoped that this study can provide better methods and means to train high school students’ high order thinking ability in chemistry.