Higher-order thinking ability is a kind of mental activity in high cognitive level.Domestic and foreign scholars generally recognize these three kinds of ability of analysis,evaluation and creation in the Blooms taxonomy target as higher-order thinking skills.But how is learners higher-order thinking ability demonstrated and whats the differences of higher-order thinking skills among learners are still unresolved issues in the field.This study,based on the junior middle school chemistry experiment,uses the literature review method and survey research method to make further research on the external characteristics of students higher-order thinking ability and different hierarchical levels of students behavior.First,the study introduces the current training situation of the higher-order thinking and the training of thinking in chemistry; Then the paper thoroughly analyzes the Blooms goal of cognitive category theory; In the part that followed,a target level definition of the junior middle school chemistry curriculum standard is given,and higher-order thinking ability of chemistry that junior high school students required was analyzed; Further,the study uses survey research method to view class in Changchun 103 school.We observe the behavior of higher-order thinking skills namely explicit features among students of different levels according to the teaching process and interview the teachers ;Finally,the paper summaries the survey record,divided into different grades according to the teaching content to induce the students behavior of higher-order thinking ability and annotate the grade analysis,evaluation,and creation.