| 课堂教学情境下学科高阶思维的结构与发展规律——以语文学科为例 |
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| 引用本文： | 孙宏志,解月光,姜玉莲,钟绍春.课堂教学情境下学科高阶思维的结构与发展规律——以语文学科为例[J].电化教育研究,2020(6):91-97,104. |
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| 作者姓名： | 孙宏志 解月光 姜玉莲 钟绍春 |
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| 作者单位： | 东北师范大学信息科学与技术学院;北京开放大学东城分校教学部;教育部数字化学习支撑技术工程研究中心 |
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| 基金项目： | 全国教育科学“十三五”规划2019年度国家一般课题“创新人才战略下高阶思维发展的评价与一体化设计研究”(课题编号:BCA190074);2020年度教育部人文社会科学研究青年基金项目“高阶思维发展视角下落实学科核心素养的课堂教学设计研究”(项目编号:20YJC880082)。 |
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| 摘 要： | 高阶思维发展“沉浸”在不同学科课堂教学情境中,呈现出具有学科思维特点和学科活动特征的内在结构与发展规律。文章以语文学科为例,基于思维结构、高阶思维结构等基本理论,结合对学科思维的深入剖析,建立了认知要素与情感要素协同作用、思维过程与思维品质动态发展的学科高阶思维结构模型;进而以模型为理论框架对学科课堂教学视频进行质性分析,挖掘课堂情境中高阶思维活动发生与发展的表现与特征,构建了以复杂问题解决过程为主线、体现思维活动阶段性特征、高阶思维内在要素协同发挥作用、高阶思维外在品质不同程度提升的学科高阶思维发展规律模型。以期为探析学科高阶思维结构与发展规律提供一种思路与方法,为高阶思维发展取向的学科课堂教学设计与实施提供理论依据。
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| 关 键 词： | 课堂情境 学科高阶思维 语文学科 思维结构 思维活动 发展规律 质性分析 |
Structure and Development Laws of Discipline Higher-order Thinking in Classroom Teaching:A Case of Chinese |
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| SUN Hongzhi,XIE Yueguang,JIANG Yulian,ZHONG Shaochun.Structure and Development Laws of Discipline Higher-order Thinking in Classroom Teaching:A Case of Chinese[J].E-education Research,2020(6):91-97,104. |
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| Authors: | SUN Hongzhi XIE Yueguang JIANG Yulian ZHONG Shaochun |
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| Institution: | (School of Information Science and Technology,Northeast Normal University,Changchun Jilin 130117;Teaching Department of Dongcheng Branch,Beijing Open University,Beijing 100010;Ministry of Education Digital Learning Support Technology Engineering Research Center,Changchun Jilin 130117) |
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| Abstract: | The development of higher-order thinking is immersed in the contexts of classroom teaching of different disciplines,presenting the internal structure and development laws with the characteristics of subject thinking and subject activities.Taking Chinese as an example,based on the basic theories of thinking structure and the higher-order thinking structure,combined with the in-depth analysis of subject thinking,this paper establishes a higher-order thinking structure model of the discipline,which includes the synergy of cognitive factors and affective factors,the dynamic development of thinking process and thinking quality.Then the model is used as the theoretical framework to qualitatively analyze the subject classroom teaching video,and the performance and characteristics of the occurrence and development of higher-order thinking activities in the context of classroom are explored.This paper then constructs a development law model of higher-order thinking of the discipline,which takes the complex problem-solving process as the main line and embodies the stage characteristics of thinking activities,the synergy of the internal factors of higher-order thinking,and the improvement of the external quality of higher-order thinking,in order to provide a way to explore the structure and development laws of high-order thinking of the discipline,and to provide a theoretical basis for the design and implementation of higher-order thinking in classroom teaching. |
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| Keywords: | Context of Classroom Higher-order Thinking of Discipline Chinese Thinking Structure Thinking Activity Development Law Qualitative Analysis |
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