Research On Chemistry Classroom Teaching Based On The Development Of Logical Thinking

With the progress of the new curriculum reform,more and more educators have realized the importance of developing students’ thinking.Logical thinking is not only the basis for the development of other thinking,but also the core component of thinking,so the development of students’ logical thinking has also attracted the attention of the majority of researchers.Chemistry is a subject with strong rationality.To learn chemistry well,it is not enough to only rely on knowledge memorization,but also need some logical thinking participation.In addition,the "Chemistry Curriculum Standards for senior High Schools" issued by the Ministry of Education clearly requires the development of students’ five core qualities of chemistry,and logical thinking is an important part of the five core qualities of chemistry,and it is also an indispensable key thinking for students to form the five core qualities of chemistry.It can be seen that it is necessary to promote the development of students’ logical thinking in the process of chemistry teaching.This study takes "Research on Chemistry classroom Teaching based on the development of logical Thinking" as the research topic,and takes "Corrosion and Protection of Metals" as the teaching case of the Optional Compulsory Chemical Reaction Principle of Su Teaching Edition,and envisages promoting the development of students’ logical thinking in the process of chemistry classroom teaching in high school.First of all,this study expounds the reasons for the selection of topics from the development of social times,the characteristics of chemistry,the reform of chemistry curriculum and the development of chemistry teaching in senior high school.On the basis of reading a large number of literatures,this paper reviews the development of logical thinking and the research status of the combination of logical thinking and chemistry at home and abroad,and determines the research purpose,significance,content and methods according to the results obtained.Secondly,it defines the concepts of "logic","thinking" and "logical thinking".Based on the constructivism learning theory,the area of proximal development and Piaget’s theory of children’s cognitive development,four teaching principles are determined,namely,the principle of problem,the principle of interaction,the principle of subjectivity and the principle of consolidation.At the same time,the following teaching strategies are constructed:(1)Analyze the content,understand the learning situation,and formulate goals;(3)Select the situation,skillfully set up questions,enlighten thinking;(2)Attach importance to communication,guide reasoning,and think deeply;(4)examples analysis,transfer and application,strengthen thinking;(5)The process of reflection,implementation of evaluation,feedback control.In order to test the effectiveness of the proposed teaching principles and strategies,two parallel classes in a high school in Guigang City were selected to conduct experimental teaching.Through examination paper tests and interviews with students,the changes in students’ chemistry scores and logical thinking before and after experimental teaching were analyzed and understood.The research shows that the teaching principles and teaching strategies proposed in this study can mobilize students’ learning enthusiasm and promote their understanding of knowledge,thus improving students’ learning performance in chemistry to a certain extent.At the same time,it is also found that after teaching practice,students’ analogical reasoning thinking and comparative thinking have been greatly developed,and students’ analytical thinking and judgment thinking have also been developed to a certain extent,indicating that this study also has a certain role in promoting the development of students’ overall logical thinking.Due to the limitations of the research object and practice time,this study still has some shortcomings,such as the measurement tools and evaluation methods used need to be improved,and the proposed teaching principles and teaching strategies need to be further tested and perfected in future studies.