Research On High School Chemistry Theme-based Teaching Based On The Cultivation Of Higher-Order Thinking Ability

Higher-order thinking ability is an important goal in 21 st century education and a key quality for students’ future development.Chemistry,as a natural science,offers rich thematic resources and intellectual challenges,providing a good opportunity for cultivating students’ higher-order thinking ability.Thematic teaching is a teaching model that takes themes as the core,inquiry as the means,and problem solving as the goal.It can stimulate students’ interest and motivation,and promote students to think at a high level in diversified,open-ended and interdisciplinary situations.This study aims to explore how to promote the development of students’ higher-order thinking ability through theme-based teaching in high school chemistry,and propose corresponding teaching models and implementation strategies to provide reference basis and ideas for chemistry thematic teaching classrooms.This study is based on constructivist theory,Bloom’s educational objective classification theory,higher-order thinking generation mechanism as theoretical basis.It combines the common characteristics and advantages of several influential thematic teaching models,as well as the understanding and suggestions of front-line chemistry teachers on thematic teaching model.From the perspective of cultivating students’ chemical higher-order thinking ability,a thematic teaching model suitable for the characteristics and practical needs of high school chemistry courses was constructed.The model mainly includes four stages: determining basic themes,designing theme activities(including theme situations),comprehensive inquiry,deep learning,psychological functions),formulating evaluation methods,theme summary feedback.Based on this model,two chemistry topics that meet current social needs and student interests “The life of Silicon” and “It is silver that always shines” were selected and taught in a high school in Luoyang.Through data collection,analysis and evaluation of the experimental class and the control class,a careful summary and reflection on the model and its implementation effects were made,resulting in the following research conclusions:(1)The model can effectively promote the development of students’ higher-order thinking ability(especially creativity),and improve their understanding and problem-solving level of chemical knowledge and problems;(2)The model can enhance students’ interest and participation in chemical topics,broaden their horizons and ways of thinking,and cultivate their ability to use cross-disciplinary integrated knowledge;(3)Teachers should actively guide the creation of higher-order thinking based on understanding students’ preferences and classroom activity forms,and let students consciously train and improve their higher-order thinking;(4)Students should design their own thematic classroom evaluation form,understand their progress and shortcomings,truly be the master of their own learning,and fully participate in the thematic classroom.This study provides some ideas and references for chemistry front-line teachers in chemistry thematic teaching,which is conducive to the development of students’ higher-order thinking ability.