摘要
问题解决在线学习活动强调将学习活动置于有意义的问题情境中,通过个人或小组协作的方式来解决问题。问题解决的过程与批判性思维的发展密不可分,批判性思维是问题解决学习活动中重要的认知加工过程。Newman等学者提出的批判性思维模型详细界定了批判性思维的发展层级及其表现,可用于量化分析在线学习活动中的交互文本内容,而话语分析技术可以从质性角度确保交互文本分析的完整意义。通过设计案例并运用这两种分析工具可以揭示出问题解决学习活动中批判性思维发展的特征:一是批判性思维各层级出现的频率是不一样的,各种表现的量化比例可以表明批判性思维发展的层级;二是批判性思维质量与构建问题空间及形成问题解决策略的效果密切相关;三是在问题解决的不同阶段批判性思维发展的过程和互动结构不同。
Through the way of group collaboration or individuals to solve problems, problem-solving online learning activities highlights that learning activities should be introduced into a truthful, meaningful problem situation. It is inseparable between the development of critical thinking and problem-solving process. Critical thinking is an important cognitive process in problem-solving learning activities. The critical thinking model made by Newman gives a detailed definition of hierarchies of critical thinking. The model is used to make a quantitative analysis of interactive text in online learning activities. Discourse analysis is used to enable the researchers to grasp the complete meanings of interactive text analysis. This research revealed the characteristics of critical thinking by case designs and application of Newman＇s critical thinking model and discourse analysis. It is shown in the research that： firstly, the frequency of critical thinking hierarchies is different and quantitative proportions can demonstrate the development of critical thinking; secondly, the quality of critical thinking is closely related with problem-space construction and effects of problem-solving strategy; thirdly, the development of critical thinking and its interactive structure are different in the stages of problem-solving process.
出处
《现代远程教育研究》
CSSCI
2013年第2期31-37,共7页
Modern Distance Education Research
基金
全国教育科学"十二五"规划2012年度教育部青年课题"基于问题解决的在线学习环境设计研究"(ECA120335)
国家社科基金"十一五"规划2009年度教育学一般课题"网络环境下中学理解性教学的实验研究"(BCA090078)
关键词
问题解决
批判性思维
在线协作学习
在线学习活动
话语分析
Problem-Solving
Critical Thinking
Online Collaborative Learning
Online Learning Activities
Discourse Analysis
