在线同伴互评活动中学习者批判性思维发展轨迹研究——以“C语言程序设计”课程为例

A Study of Learners'Critical Thinking Development Trajectories in Online Peer Mutual Assessment Activities —Taking"C Programming"Course as an Example

批判性思维是数智时代人才需要具备的高阶思维,开展同伴互评活动是学习者批判性思维发展的有效途径。批判性思维属于内隐性思维,活动中难以发现学习者批判性思维的发展轨迹,而认知网络分析法能够有效分析数据中各元素之间的关系,为研究学习者批判性思维的发展轨迹提供了新的方法。基于此,本研究采用认知网络分析法收集在线同伴互评活动中的互评评语数据,以揭示不同阶段、不同组别的学习者在批判性思维发展轨迹上的差异。研究发现:(1)学习者从初始阶段到优化阶段,再到提升阶段的批判性思维发展轨迹不同,逐渐由低层次要素向高层次要素发展;(2)高、低能力组学习者在初始阶段、优化阶段的批判性思维发展轨迹存在显著差异,在提升阶段逐渐趋于相似。

Critical thinking is the higher-order thinking that talents need to have in the age of digital intelligence,and carrying out peer-to-peer mutual assessment activities is an effective way for the development of learners'critical thinking.Since critical thinking is a kind of implicit thinking,it is difficult to find out the development trajectory of learners'critical thinking in the activities.However,cognitive network analysis can effectively analyze the relationship between the elements in the data,which provides a new method to study the development trajectory of learners'critical thinking.Therefore,this study uses cognitive network analysis to collect data on mutual assessment rubrics from online peer-to-peer mutual assessment activities in order to reveal the differences in critical thinking development trajectories of learners at different stages and in different groups.It is found that(1)learners'critical thinking development trajectories differed from the initial stage to the optimization stage and then to the enhancement stage,gradually developing from low-level elements to high-level elements;and(2)there are significant differences in the critical thinking development trajectories of the learners in the high and low ability groups in the initial stage and the optimization stage,and they gradually become similar in the enhancement stage.