促进初中生批判性思维发展的教学实证研究——基于学习活动设计视角

An Empirical Study on the Development of Critical Thinking of Junior High School Students:From the Perspective of Learning Activity Design

在教育信息化背景下,基于虚实融合的日常教学环境来开展促进学生批判性思维发展的教学研究具有一定的理论与实践价值。研究在认知冲突理论的指导下,通过课堂讨论和基于QQ群、Worktile平台的在线交流等方式,针对初中作文修改学习活动开展了长达八周的批判性思维教学实证研究。研究发现,认知冲突及自我调节是批判性思维训练的活动依托,运用作文修改来促进学生批判性思维发展是有效的,虚拟学习空间和思维可视化技术为批判性思维教学提供了技术支持,具体的学习技术适合于具体的内容和具体学习者。

Under the background of education informationization, it is of theoretical and practical value to carry out teaching research to promote the development of students＇ critical thinking through daily teaching based on virtual-actual integration. Under the guidance of cognitive conflict theory, based on classroom discussion, online communication through QQ group and Worktile platform, this study carries out an eight-week empirical study of critical thinking teaching through composition revision learning activity of junior high school students. The study finds that cognitive conflict and self-adjustment are the basis ofcritical thinking training. It is effective to use composition modification to promote the development of students＇ critical thinking. Virtual learning space and thinking visualization technology provide technical support for critical thinking teaching. Specific learning techniques are suitable for specific content and specific learners.