【作者】 张伟；

【导师】 张雪莉；

【作者基本信息】 西北师范大学 ， 教育技术学， 2021， 硕士

【摘要】 一个拥有良好批判性思维能力的个体能够在信息社会、知识社会时代高效获取、分析和评价处理信息。在教育研究领域,批判性思维的培养也逐渐受到教育者们的关注,如何将批判性思维的培养渗透到教学实践中,实现学生批判性思维和知识的同步发展,值得去关注。问题导向式学习作为一种以学生为中心的学习方式,为发展学生的批判性思维提供了肥沃的“土壤”,但如何播下批判性思维的“种子”还需要教师进行有效的学习活动设计。因此,本文提出“如何设计促进批判性思维发展的问题导向式学习活动”这一研究问题,旨在研究如何设计促进批判性思维发展的问题导向式学习活动。以期为后续相关研究者提供些许参考。本研究采用基于设计的研究范式,运用内容分析、调查研究等研究方法,在梳理批判性思维和问题导向式学习相关文献的基础上,以批判性思维培养的两条主要路径为依据,基于布卢姆认知目标分类模型和问题导向式学习活动的一般流程进行了问题导向式学习中促进批判性思维发展的活动模型构建。选取西北师范大学生物科学专业2018级本科生为研究对象,依托课程“信息化教学”开展三轮迭代研究,在活动实施过程中使用内容分析法,用批判性思维话语分析模型对学习者的在线话语文本进行编码分析,通过数据分析、课堂反馈对模型进行了两次修订。此外,还在活动实施的前后使用调查研究法,使用《加利福尼亚批判性思维测验量表》对学习者的批判性思维进行测量,验证了本研究中学习活动模型及活动实施的有效性。本研究通过三个阶段的活动实施,主要得出以下结论:1.本研究设计的问题导向式学习活动能够有效促进学生批判性思维发展本研究有效融合了批判性思维培养的两条主要路径,构建了促进批判性思维发展的问题导向式学习活动模型,学习者的批判性思维发展过程沿着理解内容、分析问题、做出决策、进行判断、收集信息、论证表述、生成成果、互相评价、反思与自我校准九个环节进行。通过模型设计具体学习活动,经过三轮教学实践,对学习者在学习活动中产生的文本进行分析,对模型进行了两次修正,初步验证了模型及相应学习活动促进学生批判性思维发展的有效性。2.模型中设计的支架对学习者批判性思维的发展具有促进作用在本研究构建的促进批判性思维发展的问题导向式学习活动模型中,验证了批判性思维发展的提问交互工具、角色与活动规则、资源与工具等“脚手架”对问题导向式学习活动中学生的批判性思维发展具有促进作用。3.以下策略和方法能够促进学习者批判性思维的发展(1)让学生掌握提问交互工具的使用,促使学生在做出决策或分析他人观点时做到有效思考,进一步催生出有效的提问与实现知识建构;(2)教师对学生自主学习和讨论学习等环节进行监控和反馈,及时了解和掌握学生学习进度和情况,进行及时干预;(3)在作品评价活动中,采用匿名评价机制更适合促进学习者批判性思维的发展。更多还原

【Abstract】 An individual with good critical thinking ability can efficiently acquire,analyze and evaluate information in the information society and knowledge society era.In the field of education research,the cultivation of critical thinking has gradually attracted the attention of educators.How to infiltrate the cultivation of critical thinking into teaching practice and realize the simultaneous development of critical thinking and knowledge of students is worth paying attention to.As a student-centered learning method,problem-based learning provides fertile "soil" for the development of students’ critical thinking,but how to sow the "seeds" of critical thinking still needs effective learning activity design by teachers.Therefore,this paper puts forward the research question of "how to design problem-based learning activities to promote the development of critical thinking",aiming to study how to design problem-based learning activities to promote the development of critical thinking.In order to provide some reference for the follow-up researchers.This research adopts the research paradigm based on design,using the methods of content analysis,survey research,comb in critical thinking and problem-based learning,on the basis of related literature,with critical thinking training on the basis of the two main path,Based on Bloom’s cognitive target classification model and the general process of problem-based learning,an activity model was constructed to promote the development of critical thinking in problem-based learning.Selection of biological science of northwest normal university professional grade 2018 undergraduate students as the research object,relying on the course "information teaching" to carry out three rounds of iterative research.In the implementation process of the activity,content analysis was used to analyze the online discourse text of learners with a critical thinking discourse analysis model,and the model was revised twice through data analysis and classroom feedback.In addition,the California Critical Thinking Scale was used to measure the critical thinking of learners before and after the implementation of the activities,which verified the effectiveness of the learning activity model and the implementation of the activities in this study.This study is carried out through three stages of activities,and the main conclusions are as follows:1.The problem-based learning activities designed in this study can effectively promote the development of students’ critical thinkingEffective of this research is a blend of the two main path of critical thinking training,build the problem-based learning activities to promote the development of critical thinking model of learners’ critical thinking development along the understanding,analyzing problems,make decisions,to judge,gather information,expression of argument and generate results,mutual evaluation,reflection and self-calibration of nine spots.After three rounds of teaching practice,the text generated by learners in learning activities is analyzed and the model is revised twice.The effectiveness of the model and corresponding learning activities in promoting the development of students’ critical thinking is preliminarily verified.2.The scaffolds designed in the model can promote the development of learners’ critical thinkingIn the problem-based learning activity model constructed in this study to promote the development of critical thinking,it is verified that the "scaffolding" of the development of critical thinking,such as questioning interactive tools,roles and activity rules,resources and tools,can promote the development of critical thinking of students in problem-based learning activities.3.The following strategies and methods can promote the development of learners’ critical thinking(1)Let students master the use of interactive questioning tools,and encourage students to think effectively when making decisions or analyzing others’ opinions,so as to further generate effective questioning and realize knowledge construction;(2)Teachers monitor and feedback students’ independent learning,discussion learning and other links,timely understand and grasp students’ learning progress and situation,and make timely intervention;(3)In the work evaluation activities,the anonymous evaluation mechanism is more suitable to promote the development of learners’ critical thinking.更多还原