Abstract Critical thinking is the most basic and creative form of thinking in evaluation, exploration and development activities, and it is the prerequisite for proposing and solving problems. However, at present, the cultivation of critical thinking in chemistry teaching in Chinese senior high schools is not enough, which is very unfavorable for students to achieve the goal of “lifelong learning”. Taking Chinese and American senior high school chemistry mainstream textbooks as the research object, this paper compares the content of critical thinking column in the textbooks with the method of quantitative assignment, analyzes the training tendency of the exercises in the columns to the two components of critical thinking: “critical spirit” and “critical skills”, and puts forward suggestions for textbook compilation.
LIU Yu-Rong, ZHANG Zhao-Yuan. Comparative Analysis of Critical Thinking Column in Chinese and American Senior High School Chemistry Textbooks[J]. Chinese Journal of Chemical Education, 2023, 44(21): 42-48.