Practical Research On Developing Students’ Thinking Of Induction And Deductive Reasoning In Chemistry Teaching Of Senior High School

In the context of the rapid development of information technology,society has put forward higher requirements for the demand and cultivation of talents.How to improve students’ thinking ability and cultivate versatile talents that adapt to the development of the times has become an important task of education.As an important way of logical reasoning,induction and Deductive reasoning play an important role in developing students’ habit of Lifelong learning,improving their thinking ability and the ability to comprehensively use knowledge to solve problems.At present,research shows that senior high school students’ thinking ability of induction and Deductive reasoning needs to be improved.Therefore,this research carried out experimental teaching research on the topic of "developing students’ inductive and Deductive reasoning thinking in chemistry teaching",with a view to providing reference for front-line teachers in teaching.Based on the educational background and current situation in China,and on the basis of consulting a large number of documents,this paper analyzes the research status of inductive reasoning and deductive reasoning at home and abroad,determines the purpose,significance,research ideas and methods of this study,and defines the concepts of inductive reasoning thinking and deductive reasoning thinking.Based on the Structural stage theory of cognitive development and the theory of information processing,combined with some deficiencies in developing students’ thinking of induction and Deductive reasoning in current teaching practice,and the teaching requirements of the new curriculum standard,the teaching principles of this study are determined: the principle of intuition,the principle of linking theory with practice,the principle of combining generalization with analysis,and the principle of consolidation;And proposed the teaching strategy of this study: intuitive display,observation,comparative reasoning,promoting knowledge understanding and mastery;Experimental exploration,macro and micro analysis,and a deep understanding of the essence of the discipline;Analyze classic examples,refine problem-solving models,and form analytical problem-solving ideas;Connect old knowledge,transfer applied knowledge,and improve problem-solving skills.According to the teaching principles and strategies of this study,the teaching design and teaching practice research were carried out with the section of "Working Principle and Application of Electrolytic cell" in the First Selective Compulsory Course of Jiangsu Education Press as an example.Finally,SPSS22.0 and WPS form software are used to make statistical analysis of students’ pre-test and post test scores.Combining with the interviews of students in the experimental class,students’ learning scores before and after practice and the changes of inductive and Deductive reasoning reasoning thinking are objectively evaluated from a quantitative and qualitative perspective.After analysis and summary,the following conclusions are drawn: the teaching principles and strategies designed in this study can to some extent promote students’ understanding of theoretical knowledge and improve some students’ chemistry learning achievements;The teaching principles and strategies designed in this study have a certain promoting effect on students’ thinking abilities such as ability to distinguish propositions,abstract and summarize,ability to connect with old knowledge,and ability to obtain information.The promoting effect on students’ comparative analysis ability,language expression ability,and prediction result ability is not very obvious.Due to my limited knowledge and teaching level,as well as the short practical teaching time,there are still shortcomings in the teaching principles and strategies proposed in this study.In the future,teaching practice and research still need to be continuously improved and improved.