课堂教改对大学生批判性思维能力的影响

项目利用修订后的美国加利福尼亚批判性思维能力倾向测量表(CCTDI-CV)系统测定了本院生物科学和生物技术专业学生在基于形成性学习评价为主导的遗传学课堂教学改革举措实施前及实施后,批判性思维能力的现状及其发生的变化。各专业学生的批判性思维能力倾向状况不容乐观,均呈负性状态,生物科学专业学生略强于生物技术专业学生。遗传学课程经过优化教学资源、渗透科学史教育的研究型教学、最新科技文献阅读和翻转课堂等多元化课堂教改举措,辅之以实施形成性学习评价和终结性评价相结合的学生课程学习评价体系后,在一定程度上能够显著提高学生的批判性思维能力倾向,两专业均从负性提高到弱性状态(P<0.0001),其中对学生的认知成熟度的提升效果特别明显(P<0.0001),均由负性提升到较理想状态;但对批判性思维自信心均没有明显的提升效应(P>0.1234),生物技术专业学生的系统化分析能力也没有明显提升(P>0.1234)。研究结果还表明,这些课堂教改举措能够较好地达成与学生培养目标契合的课程教学目标。

The revised California Critical Thinking Disposition Inventory-Chinese Version(CCTDI-CV)was applied to systematically investigatethe status and changes of critical thinking ability before and after the implementation of the formative assessment-based classroom teaching reform in Genetics for students individually in biological sciences and biotechnology majors in our college.The results show that the state of critical thinking disposition for students in two majors is not optimistic,and they are of negativity.Through classroom teaching reformbyoptimizing teaching resources,implementing researchbased teaching infiltrating science history education,flipped classroom,other diversified classroom teaching reform measures and appropriate implementation of formative assessment system,letting students read the latest scientific and technological literature,students’critical thinking disposition in both majors can be significantly improved from negativity to weakness(P<0.0001).Among them,the improvement effect of students’cognitive maturity in both majors separately is the best(P<0.0001),they are of both from negativity to ideal state.There is no significant correlation in critical thinking confidence in both majors respectively(P>0.1234),so is that in systematization ability for students major in biotechnology(P>0.1234).The results also show that the classroom teaching reform can better achieve the curriculum teaching goals that fit the students’training objectives.