| The rapid development of information technology promotes the change of classroom teaching concept and teaching mode,gradually forming education informatization,thinking by memory,understanding and other lower-order thinking skills can no longer adapt to the needs of modern social development,students should learn to process and understand information in depth,analyze its inner connection,so as to choose information resources that are beneficial to their development,which requires students to have the higher-order thinking skills required by the development of the times This requires students to have the higher-order thinking skills needed for the development of the times and to apply higher-order thinking activities such as synthesis,analysis,criticism,reflection,and creativity to their learning.Higher-order thinking is a thinking activity that occurs at a higher cognitive level and is a necessary ability for students to adapt to social development.The development of inquiry teaching requires rich thinking activities that can effectively develop students’ higher-order thinking skills.Therefore,this paper implements an inquiry teaching approach to stimulate students’ thinking activities,improve their cognitive level,and help them develop higher-order thinking.Based on the concept of inquiry teaching and the elements of higher-order thinking,this study uses a combination of literature research method,survey method,interview method and empirical research method to clarify the topic of inquiry,propose strategies for developing students’ higher-order thinking skills,and use them as a guide to design and implement instruction,as follows:First,the background of the study is introduced and a literature review of the current development of higher-order thinking and inquiry teaching is conducted,based on which the purpose and significance of the study are presented.The concepts involved in this study and the relevant theoretical foundations are elaborated to pave the way for the subsequent research on teaching strategies and practices.Next,student questionnaires,teacher interviews,and observations of lecturers’ teaching implementation were conducted to analyze the current status of inquiry teaching implementation and students’ thinking development in secondary school chemistry classrooms,to summarize the characteristics of inquiry teaching and higher-order thinking in chemistry according to the relationship between inquiry teaching and higher-order thinking,and to propose inquiry strategies for cultivating students’ higher-order thinking.Finally,inquiry teaching was used as a guiding method to design and implement the teaching of "Aluminum and its Compounds" and "Chemical Bonding" by creating problem situations.The results of the teaching practice were evaluated after the class,mainly through three ways: process evaluation,student interviews and pilot tests.In this study,by analyzing the implementation of inquiry teaching and the current situation of students’ thinking development,the following conclusions were drawn:different levels of inquiry teaching have different effects on the development of students’ thinking ability,from the horizontal dimension,inquiry teaching produces the greatest impact on students’ higher-order thinking at the analysis and synthesis level,from the vertical dimension,it has the greatest impact on students’ problem-solving ability,experimental design and investigation ability,and chemical social problem assessment ability,etc.In the longitudinal dimension,it has a significant impact on students’ problem solving ability,experiment design and investigation ability,and chemical social problem assessment ability,etc.Inquiry teaching can effectively develop students’ higher-order thinking ability,enrich students’ thinking activities,and effectively implement the core literacy of chemistry. |
