Research On The Diagnosis And Development Strategy Of High School Students’ Thinking Ability Level In Solving Experimental Inquiry Problems

The competition of science and technology is essentially the competition of talents,and the fundamental competition of talents is the competition of education.Since the new curriculum reform,China has vigorously promoted the work of "three education",strive to "cultivate well-rounded people","moral cultivation" as the fundamental task of education.The promulgation of new curriculum standards,"core literacy" and "problem solving" mentioned in classroom teaching and learning evaluation.Core literacy of chemistry discipline is an important part of the middle school students’ literacy education in our country."Scientific inquiry and innovative consciousness" is an important landing and teaching method of the discipline literacy.Experiment inquiry is a concrete performance of core literacy in the chemistry learning.It is mentioned in the evaluation system of college entrance examination that the comprehensive development of students cannot be separated from the cultivation and improvement of thinking ability.The research takes experimental inquiry problem solving as the investigation carrier,makes the manifestation of thinking ability explicit,and develops tools suitable for diagnosing the thinking ability level of high school students.It has important theoretical and practical value to diagnose the current situation of students’ thinking ability and promote the improvement of students’ thinking ability to solve problems.The first and second chapters clarify the research status at home and abroad,and define the theoretical connotation of "experimental inquiry" and "thinking ability".Starting from the concepts of "thinking" "chemical thinking ability" "inquiry" "experimental inquiry" "core literacy" and "academic quality standard",the research proposes that "chemical thinking ability" refers to the individual’s use of chemical concepts,principles,experiments and other knowledge or methods in the process of chemistry learning.A mental quality or ability to solve a chemical problem or perform a task.Based on the specific description of "experimental inquiry and innovation consciousness" and "thinking cognitive ability group" in the new curriculum standard and the evaluation system of college entrance examination,the "thinking ability of solving experimental inquiry" related to this study is divided into six categories,and each category of thinking ability is explained respectively.It is believed that each level of core literacy contains six thinking abilities.By comparing the expression of academic quality standards,it is found that the expression of academic quality is the specific academic requirements of the core literacy content under the same level.The third and fourth chapters focus on the development of "diagnostic tools for high school students’ thinking ability to solve experimental and exploratory problems".Based on the academic quality level in the new curriculum standard and the description of the core quality 4 "experimental exploration and innovation consciousness" in the appendix,the research classifies the content under each level and divides the content into six dimensions of ability.According to the dimensions of thinking ability and the content description of quality standards,the measurement tool is designed with the experimental inquiry type titled measuring carrier,and the knowledge points such as "principle of chemical reaction" and "common inorganic substances and their applications" as the project content.According to the Rasch model,the quality of the evaluation tool is checked and optimized.A total of 258 high school students were tested for their thinking ability,and the differences in thinking ability were analyzed from the perspectives of class,gender and school.Empirical study shows that students’ thinking ability of solving experiments to explore the problem level present situation is as follows:(1)In the current thinking ability level of high school students to solve experimental inquiry problems,the ability of image thinking and deductive reasoning developed well,the development of dialectical thinking ability is the weakest,and there is a gap between the level 4 required by the grade test;(2)The development of high school students’ thinking ability to solve experimental inquiry problems is not affected by gender in experience,but the experimental results show that girls’ performance is superior to boys;(3)The development of high school students’ thinking ability to solve experimental inquiry problems is affected by their academic performance.The better their academic performance,the higher their corresponding thinking ability;(4)The development of high school students’ thinking ability to solve experimental inquiry problems is related to school differences,and the thinking ability of key high school students is higher;(5)The development performance of senior high school students’ thinking ability in solving experimental inquiry problems is the result of many factors,and gender,academic level and school jointly affect their thinking ability development performance.The experimental research results show that the high school students in the selected high school need to improve their thinking ability to solve experimental inquiry problems.Based on this research,the corresponding strategies are put forward to strengthen the thinking ability of high school students: creating teaching situation,stimulating learning motivation;Carry out deep learning and change the mode of thinking;Unit overall design to promote knowledge transfer;Carry out inquiry teaching and strengthen self-monitoring;Knowledge layer by layer,construct advanced model.