走向数字时代的思维教学:跨越百年实践的阶段特征、问题挑战与发展建议

Toward Teaching Thinking in the Digital Age:Characteristics,Challenges and Propects Across a Century of Practice

本研究采用系统性文献分析法,筛选出国内外思维教学百年来的109篇高质量实证文章进行内容分析,梳理研判思维教学的阶段发展特征、问题挑战,以探究适应数字时代背景下思维教学纵深高质量发展的思路和有效策略。研究发现:(1)思维教学的5个发展时期(萌芽期、探索期、爆发期、深化期和转型期)具有鲜明的时代特征、技术特征和教学特征;(2)技术在思维教学发展进程中是重要的推动力量,技术的进步一直在影响着思维教学的表达方式、传播结构、教学组织和实施策略;(3)实践中的思维教学仍然面临以下问题挑战:师生数字鸿沟显著,教师思维教学观念转型缓慢,教学实践滞后于技术和经济发展,严重制约了数字时代背景下思维教学的纵深发展。基于此,本研究从国家体系化的思维培养引导、社会共识性思维教学资源开发、研究者按需深研和追踪问效、学校建设思维校本课程、教师常态研训提升数字素养5个方面探讨了数字时代思维教学的发展措施。

Based on systematic literature analysis method,this paper selects 109 high-quality empirical articles on thinking teaching over the past 100 years at home and abroad for content analysis.The characteristics of the stage development of thinking teaching and the challenges are sorted out and examined,in order to explore the ideas and effective strategies to adapt to the in-depth and high-quality development of thinking teaching in the context of the digital era.It is found that(1)each of the five development periods of thinking teaching(germination,exploration,outbreak,deepening and transformation)has its own characteristics of the era,technology and teaching;(2)technology is an important driving force in the development process of thinking teaching,and technological advances have been influencing the way of expression,dissemination structure,teaching organization and implementation strategies of thinking teaching;and(3)however,the following problems and challenges are still present in practice:significant digital divide between teachers and students,slow transformation of teachers’thinking and teaching concepts,and teaching practices lagging behind technological and economic development,which seriously restricts the deep development of thinking teaching in the context of the digital era.Based on this,this paper explores the development suggestions and directions of thinking teaching in the digital era from five aspects:national systematic guidance of thinking cultivation,development of social consensus thinking teaching resources,researchers’deep research and tracking of results according to the needs,schools’construction of thinking school-based curricula,and teachers’regular research and training to improve their digital literacy.