课堂,是一个充满思维活力和生命价值的场所。思维,是人脑对客观现实间接的和概括的反映,反映的是事物的本质和事物间规律性的联系。因此,一堂课学生的思维状态究竟如何,能否真正地实现对学生高阶思维的培养,则需要我们借助于一定的手段来进行定量和定性的分析。其中,课堂上所呈现的素材是思维产生的基础,探究的问题是思维形成的载体,课堂学习的形式是思维产生的过程,而问题的最终解决则是思维形成的外显。 Classroom is a place full of thinking vitality and value of life. Thinking is the indirect and general reflection of the human brain on the objective reality, reflecting the nature of things and the regular relationship between things. Therefore, a class of students thinking state exactly how to really achieve the students’ high-level thinking, we need to resort to certain means to carry out quantitative and qualitative analysis. Among them, the material presented in the classroom is the basis of thinking, the question of inquiry is the carrier of thinking formation, the form of classroom learning is the process of thinking generation, and the ultimate solution of the problem is the explicit appearance of thinking formation.