【作者】 张英；

【导师】 莫尊理；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2021， 硕士

【摘要】 高阶思维是国际教育关注的热点,也是我国教育战略的要求。课堂教学是学校教育的主阵地,通过教学促进学生的高阶思维发展对人才培养与社会进步具有重要意义。本研究力图探寻促进高中生高阶思维发展的教学策略,促进高中生分析性思维、实用性思维、创造性思维的稳步提升。研究的核心问题是“如何通过化学问题解决教学促进高中生高阶思维的发展”,可将核心问题分解为:如何设计发展高中生高阶思维的化学问题解决教学?促进学生高阶思维发展的教学策略有哪些?化学问题解决教学对高中生高阶思维发展的促进效果如何?本研究通过文献分析,将发展高阶思维划分为高阶思维结构改变、高阶思维品质深化与高阶思维策略养成三方面;以高阶学习理论、辩证唯物主义思维发展观为理论基础,设计问题解决教学方案。具体采用行动研究法展开实践,在人数为15人的班级中开展教学,整个研究过程分为两轮:第一轮行动研究的主要任务是探索问题解决教学的设计策略,重在让学生适应教学方式;第二轮行动研究的主要任务是调整与完善问题解决教学的设计方案,利用“刻意练习”、“教授策略”等活动促进学生高阶思维品质的深化、高阶思维策略的养成,促进学生思维能力的稳定。思维具有个体差异性,且不同个体的思维变化参差不齐,为了客观表示学生高阶思维的发展,采用个案研究法追踪思维的变化,选取3位学生作为个案研究对象,具体采用试题测试、出声思维报告、问题行为图等方式收集学生的思维质性资料,结合访谈法与教师观察进行分析,描述学生的思维发展过程。研究结果表明,第一,化学问题解决教学可有效促进高阶思维的发展,具体可结合高阶问题、真实情境、思维活动设计问题解决教学方案;第二,高阶思维发展模型概括全面、普适性强,对发展高阶思维有明确的指向作用;第三,刻意练习、策略外显等活动对深化思维品质、养成思维策略有明显的促进作用,有助于思维发展的稳定。第四,高阶思维发展基础有二,分别为低阶思维与思维策略,教师可依据不同的思维发展目标设计基于低阶思维或思维策略的学习支架。第五,信息处理过程中的高阶思维调动机制,可为问题解决教学中情境的设计提供理论支撑。更多还原

【Abstract】 Higher order thinking is not only the focus of international education,but also the requirement of China’s educational strategy.Classroom teaching is the main position of school education.Promoting the development of students’ higher order thinking through teaching is of great significance to personnel training and social progress.This study tries to explore teaching strategies to promote the development of high school students’ higher order thinking,and to promote the steady improvement of analytical thinking,practical thinking and creative thinking of senior high school students.The core problem of the research is "how to promote the development of high school students’ higher order thinking through chemical problem-solving teaching".The core problem can be divided into:how to design and develop chemical problem-solving teaching for senior high school students’ higher order thinking?What are the teaching strategies to promote the development of students’ higher order thinking?What is the effect of chemical problem-solving teaching on the development of advanced thinking of senior high school students?Through literature analysis,this study divides the development of higher order thinking into three aspects:the change of higher order thinking structure,the deepening of higher order thinking quality and the cultivation of higher order thinking strategies,which is based on high-level learning theory and dialectical materialism thinking development view.design a problem-solving teaching plan.Specifically using the action research method to carry out practice,Teaching takes place in a class of 15,the whole research process is divided into two rounds:the main task of the first round of action research is to explore the design strategies of problem-solving teaching,with emphasis on making students adapt to teaching methods.The main task of the second round of action research is to adjust and improve the design of problem-solving teaching,using activities such as "deliberate practice" and "teaching strategies" to promote the deepening of students’ higher order thinking quality and the cultivation of higher order thinking strategies.promote the stability of students’ thinking ability.There are individual differences in thinking and different levels of thinking changes among different individuals.In order to objectively express the development of students’ higher order thinking,the method of case study is used to show the development of thinking.Three students were selected as the case study subjects,through test questions,vocal thinking reports,problem behavior diagrams,collection of qualitative data of students’ thinking,combined with interviews and teachers’observation,the changes of students’thinking are described.The results show that,first,chemical problem-solving teaching can effectively promote the development of higher order thinking,which can be combined with high-order problems,real situations and thinking activities to design problem-solving teaching programs,second,the higher order thinking model is comprehensive and universal,which plays a clear role in the development of higher order thinking.Third,deliberate practice,strategy explicit and other activities play an obvious role in deepening the quality of thinking and developing thinking strategies,which is conducive to the stability of the development of thinking.Fourth,there are two bases for the development of higher order thinking,namely,low-level thinking and thinking strategies.Teachers can design learning scaffolds based on low-level thinking or thinking strategies according to different thinking development goals.Fifth,the higher-order thinking mobilization mechanism in the process of information processing can provide theoretical support for the design of situation in problem-solving teaching.更多还原