Abstract In the teaching of high school chemistry experiment, cultivating students' critical thinking ability is conducive to students' in-depth understanding of knowledge and improvement of comprehensive ability. However, the current high school chemistry experimental teaching faces the following dilemmas: the design of teaching objectives lacks the elements of critical thinking, the seductive and excitation functions of the experimental teaching situation are often ignored, the challenging questions before and after the experiment are lacking, the experimental inquiry lacks questioning argumentation, and the reflective evaluation of chemical experiments is ignored. In view of these problems, the corresponding cracking path is proposed and demonstrated through cases to cultivate students' critical thinking ability. These solutions mainly include the following aspects: formulating teaching objectives that contain critical thinking, creating experimental teaching situations with “contradictions”, asking inquiry questions and guiding thinking, guiding students to obtain evidence and reasoning carefully, and guiding students to reflect and evaluate in comprehensive judgment.
LIU Yu-Rong, WU Yi-Meng. Dilemma and Solution Path of Critical Thinking Cultivation in Senior High School Chemistry Experimental Teaching[J]. Chinese Journal of Chemical Education, 2024, 45(7): 9-15.
