现代远程教育研究
現代遠程教育研究
현대원정교육연구
Modern Distance Education Research
2015年
2期
76~86
,共null页
网络教学 批判性思维 教学模式 教学实践 设计研究
網絡教學 批判性思維 教學模式 教學實踐 設計研究
망락교학 비판성사유 교학모식 교학실천 설계연구
Online Teaching; Critical Thinking; Teaching Model; Teaching Practice; Design Research
批判性思维被公认为是新世纪学习的新基础。批判性思维培养教学模式以批判性思维的核心能力发展规律为基础,既体现了批判性思维的核心能力,也体现了批判性思维的核心能力发展过程。批判性思维包括分析、评估、推论和自我调节四个核心能力,既可以同时发展,也可以根据实际情况对单个核心能力进行有针对性的培养。批判性思维培养教学实践采用设计研究范式,包括两轮迭代过程,以验证该教学模式对促进大学生批判性思维发展的有效性。第一轮迭代针对每个核心能力设计学习活动,根据实验结果修正教学模式;第二轮迭代采用批判性思维整体培养的方式,设计包括教学模式中所有教学步骤的学习活动。实验结果显示：批判性思维培养教学模式对提升大学生批判性思维的核心能力是有效的。此外,学生运用批判性思维的进程表现出一般的趋势;混合式教学在传统高等院校对大学生批判性思维培养方面更具优势;主题选择、活动内容安排、活动时间安排亦影响批判性思维的整体培养。
批判性思維被公認為是新世紀學習的新基礎。批判性思維培養教學模式以批判性思維的覈心能力髮展規律為基礎,既體現瞭批判性思維的覈心能力,也體現瞭批判性思維的覈心能力髮展過程。批判性思維包括分析、評估、推論和自我調節四箇覈心能力,既可以同時髮展,也可以根據實際情況對單箇覈心能力進行有針對性的培養。批判性思維培養教學實踐採用設計研究範式,包括兩輪迭代過程,以驗證該教學模式對促進大學生批判性思維髮展的有效性。第一輪迭代針對每箇覈心能力設計學習活動,根據實驗結果脩正教學模式;第二輪迭代採用批判性思維整體培養的方式,設計包括教學模式中所有教學步驟的學習活動。實驗結果顯示：批判性思維培養教學模式對提升大學生批判性思維的覈心能力是有效的。此外,學生運用批判性思維的進程錶現齣一般的趨勢;混閤式教學在傳統高等院校對大學生批判性思維培養方麵更具優勢;主題選擇、活動內容安排、活動時間安排亦影響批判性思維的整體培養。
비판성사유피공인위시신세기학습적신기출。비판성사유배양교학모식이비판성사유적핵심능력발전규률위기출,기체현료비판성사유적핵심능력,야체현료비판성사유적핵심능력발전과정。비판성사유포괄분석、평고、추론화자아조절사개핵심능력,기가이동시발전,야가이근거실제정황대단개핵심능력진행유침대성적배양。비판성사유배양교학실천채용설계연구범식,포괄량륜질대과정,이험증해교학모식대촉진대학생비판성사유발전적유효성。제일륜질대침대매개핵심능력설계학습활동,근거실험결과수정교학모식;제이륜질대채용비판성사유정체배양적방식,설계포괄교학모식중소유교학보취적학습활동。실험결과현시：비판성사유배양교학모식대제승대학생비판성사유적핵심능력시유효적。차외,학생운용비판성사유적진정표현출일반적추세;혼합식교학재전통고등원교대대학생비판성사유배양방면경구우세;주제선택、활동내용안배、활동시간안배역영향비판성사유적정체배양。
Critical thinking is acknowledged as the basis for learning in the new century. The Teaching Modelof Developing CT, based on the regularity of development of core CT skills, reflects core CT skills and the development process of core CT skills. CT includes such four core skills as analysis, evaluation, inference andself-regulation. These core CT skills can be developed at the same time. Besides, the single core skill can also befostered according to the real situation. The study adopts the design paradigm, including two rounds of the iterativeprocess to verify the effectiveness of teaching model of developing CT. In the first round, learning activities aredesigned for each core skill and the teaching model will be revised according to the result; while in the secondround, to develop CT as a whole, the learning activity involving every stage of the teaching model is designed. Theresults showed that： the teaching model is effective to develop CT of college students; it displays a general trend forstudents to utilize CT process; blending learning in traditional higher education is advantageous to developing CT ofstudents; the topic selection, content and time arrangement of activities affect the development of CT as a whole.
