【作者】 王婷；

【导师】 魏佳；

【作者基本信息】 渤海大学 ， 教育学原理， 2024， 硕士

【摘要】 在21世纪的教育背景下,高阶思维的培养已成为教育改革的核心目标之一。本文以小学生数学学科为例,深入探讨了高阶思维的发展现状与对策,旨在提升学生的批判性思维、创新性思维、问题解决能力、观察解释能力、逻辑推理能力和知识迁移能力。在深度学习的教育理念指导下,本研究通过文献综述、实证调查和教学实验,分析了当前小学数学教育中高阶思维能力的培养现状和存在的问题,并提出了相应的改进策略。本研究通过广泛的文献回顾,界定了高阶思维的内涵,并探讨了国内外在高阶思维研究方面的进展与成果。通过对比分析,指出了目前小学数学教育在高阶思维培养方面的不足,如教学内容的浅层化、教学方法的单一性以及评价体系的落后。本研究通过设计针对性的调查问卷和访谈,选取了S市5所小学六年级学生为研究对象,实地收集了学生高阶思维能力的实际数据。通过SPSS软件的统计分析,揭示了学生在数学高阶思维各个维度上的具体表现及其影响因素。研究发现,当前小学数学教育在高阶思维能力培养方面存在诸多问题。具体而言,教学内容往往过于浅显,难以激发学生深入思考;教学方法单一,主要依赖于传统的灌输式教学,缺乏对学生思维能力的有效引导;评价体系落后,主要关注学生的考试成绩,而忽视了对其思维过程和能力的全面评价。通过对调查数据的分析,研究进一步探讨了这些问题产生的原因,包括教师在教学过程中对高阶思维能力培养的重视程度不足,教学资源和环境的限制,教师培训和专业发展机会的缺乏等。在此基础上,结合教育心理学和教学理论,本文提出了一系列针对性的教学策略,以促进小学生数学高阶思维能力的发展。这些策略包括:构建开放性学习环境,鼓励学生主动探究;采用问题导向教学方法,激发学生思考;强化数学语言的使用,提升学生表达与交流能力;并且设计多样化的评价方式,全面评估学生的高阶思维能力。具体而言,建议教师在教学中更多地使用开放性问题和探究性活动,促进学生在解决实际问题的过程中发展其高阶思维能力。同时,建议教育管理者在政策层面提供支持,改善教学环境,增加对教师的专业培训,提升其在高阶思维能力培养方面的意识和能力。更多还原

【Abstract】 In the educational context of the 21 st century,the cultivation of higher-order thinking has become one of the core objectives of educational reform.This paper takes elementary school mathematics as an example to deeply explore the current status and strategies for the development of higher-order thinking,aiming to enhance students’ critical thinking,innovative thinking,problem-solving ability,observational interpretation ability,logical reasoning ability,and knowledge transfer ability.Guided by the educational philosophy of deep learning,this study analyzes the current situation and existing problems in the cultivation of higher-order thinking abilities in elementary school mathematics education through literature review,empirical investigation,and educational experiments,and proposes corresponding improvement strategies.Through an extensive literature review,this research defines the connotation of higher-order thinking and discusses the progress and results of higher-order thinking research both domestically and internationally.Comparative analysis has pointed out deficiencies in the current elementary school mathematics education in the cultivation of higher-order thinking,such as the superficiality of teaching content,the singularity of teaching methods,and the backwardness of the evaluation system.This study designed targeted surveys and interview guides,selecting sixth-grade students from five elementary schools in S City as research subjects and collecting actual data on students’ higher-order thinking abilities.Through statistical analysis with SPSS software,this research revealed students’ specific performances and influencing factors across various dimensions of mathematical higher-order thinking.The study found that there are many issues in the current elementary mathematics education regarding the cultivation of higher-order thinking abilities.Specifically,teaching content is often too superficial,failing to stimulate students’ deep thinking;teaching methods are single and mainly rely on traditional rote teaching,lacking effective guidance for students’ thinking abilities;the evaluation system is outdated,focusing mainly on students’ test scores while neglecting a comprehensive assessment of their thinking processes and abilities.The analysis of survey data further explored the reasons for these issues,including insufficient emphasis by teachers on the cultivation of higher-order thinking abilities during teaching,limitations in teaching resources and environments,and a lack of professional development opportunities and training for teachers.Based on this,and combining educational psychology and teaching theory,this paper proposes a series of targeted teaching strategies to promote the development of elementary school students’ mathematical higher-order thinking abilities.These strategies include constructing an open learning environment to encourage active inquiry among students,adopting problem-oriented teaching methods to stimulate thinking,enhancing the use of mathematical language to improve students’ expression and communication abilities,and designing diverse evaluation methods to comprehensively assess students’ higher-order thinking abilities.Specifically,it is suggested that teachers use more open-ended questions and exploratory activities in their teaching to promote the development of students’ higher-order thinking abilities in solving real-world problems.Additionally,it is recommended that educational administrators support policies to improve teaching environments,increase professional training for teachers,and enhance their awareness and capabilities in cultivating higher-order thinking abilities.This paper also provides suggestions on how to improve existing educational policies and teacher training,aimed at providing guidance for educational administrators and frontline teachers to achieve an overall improvement in the quality of elementary school mathematics education.The application of these practical strategies is expected to effectively enhance elementary students’ mathematical higher-order thinking abilities,laying a solid foundation for their lifelong learning and future development.更多还原