Connotation Analysis, Performance Lacking and Design Strategies on Rational Thinking for Chemistry Instruction
LI Jing1**, LIU Rui2
1. International Education Teachers School, Changchun Normal University, Changchun 130024, China;
2. Science Education Institute, Sichuan Normal University, Chengdu 610068, China
Abstract “Rational thinking” is one of the key points in core literacy of Chinese students’ development. It is the important content that chemistry curriculum implements core literacy. The spiritual essence of rational thinking lies in the pursuit of the original. Rational thinking is a higher level cognitive skill corresponding to the intuitive experience. It is also the goal and means of science teaching. In chemistry teaching practice, the absence of rational thinking is manifested in the teaching activity lacking the guidance of rational thought, which is prominent in teaching question, teaching model and teaching methods. Therefore, in the design of classroom teaching activities, the cultivation of rational thinking can be carried out from the application of cognitive sequence, thinking mode and thinking method.
LI Jing, LIU Rui. Connotation Analysis, Performance Lacking and Design Strategies on Rational Thinking for Chemistry Instruction[J]. Chinese Journal of Chemical Education, 2020, 41(17): 66-71.
