Research And Practice Of Developing Students’ Logical Thinking Ability In The Beginning Stage Of Chemistry Teaching Based On The "6+1" Model

Today’s era is a period of high quality material development,behind which is a call for high quality development of human logical thinking skills.At the beginning of chemistry teaching,chemical knowledge is gradually becoming more complex and abstract,more closely connected,and the logical clues are multi-dimensional,which requires students’ logical thinking skills such as analysis,understanding and reasoning.This thesis notes that the seven links of "6+1" teaching mode,namely "introduction,thinking,discussion,exhibition,evaluation,examination and practice",give full play to students’ subjective initiative and play a good role in promoting the cultivation of students’ logical thinking ability,and proposes The "6+1" model of chemistry teaching is to cultivate students’ logical thinking ability at the beginning stage and practice.This thesis clarifies the concept of logical thinking and ability through literature research method and clarifies the current status of the study.It is found that there are relatively few studies on the cultivation of students’ logical thinking ability in chemistry teaching,and most of them are discussions of local problems.In the study,student questionnaires and teacher interviews were used to investigate and learn that most teachers are still unable to get rid of the concept of teaching to the test and lack the awareness and strategies to cultivate logical thinking ability,resulting in gaps in cultivating students’ logical thinking ability.In this study,we tried to integrate the "6+1" teaching model into the chemistry teaching in the first year of high school,and proposed a chemistry teaching process based on the "6+1" teaching model under the guidance of construction learning theory,cognitive development stage theory and logical hierarchy theory.The "6+1" teaching process is used to effectively cultivate and develop students’ logical thinking skills.In addition,two lessons of sodium metal in Chapter 1,Section 2,"Methods and Procedures for Studying Properties of Substances" and three lessons of Chapter 2,Section 3,"REDOX Reactions" were used as the carriers to design and practice chemistry teaching cases.After the practical,the results were examined and analyzed from both qualitative and quantitative perspectives through classroom observations,tests and interviews.The study shows that in chemistry teaching,the teaching process framework based on the "6+1" model and the designed teaching case practice enhance students’ internal driving force of chemistry learning,improve the problem-solving way of thinking,implement the core literacy requirements of chemistry disciplines,effectively realize the cultivation and improvement of students’ logical thinking ability,promote the training and application of students’ logical thinking ability,and provide teaching reference for chemistry educators.