基于写作的师范生批判性思维培养方式探索

发布时间：2018-06-18 06:49

本文选题：批判性思维 + 写作　；参考：《华中师范大学》2017年硕士论文

【摘要】：进入21世纪信息化时代,知识的产生与传播速度不断增长,这对人才的培养提出了新的要求,培养批判性思维和创新能力也因此成为了高等教育中热议的话题,批判性思维也是创新能力的基础,而我国大学生批判性思维较为薄弱,同时缺乏批判性思维培养的实践研究。师范生作为未来的人民教师,其批判性思维能力不仅影响着其未来在教学工作中的创新,也间接影响着广大中小学生发现问题、寻找漏洞、检验证据的意识和能力,因此,对师范生批判性思维的培养具有更重大的意义。本研究尝试在师范生公选课《现代教育技术应用》课程中开展写作教学,尝试培养师范生在信息技术教育应用这一领域中的批判性思维能力。本文首先在文献分析的基础上,梳理了批判性思维的定义及其研究现状,再具体说明了本研究所采用的研究方法和文本分析工具——Newman所开发的批判性思维内容分析体系,然后详细介绍了实践中开展的两轮行动研究及其相应的研究结果,最后对研究进行了总结和展望。通过研究可以看出,写作中学生不善于主动寻找问题或提出观点;不善于从理论上论证观点或方案,论证合理性偏低;能够有意识的联系实际,思考观点或方案在未来的实际应用;对引入的资料或观点缺乏审视的意识,偏向于直接相信并使用。经过设置固定的写作问题、提供分析示范和更具体的材料、写作引导和写作反馈等调整,第二轮行动研究中学生展现出了更高水平的批判性思维能力,但仍存在着论证合理性不足、自我评价能力较低等问题。另外,在小组写作的过程中,学生表现出更强的澄清意愿、更广阔的思维,但自由宽松的讨论环境更易出现误导、偏题等消极行为。总体来看,研究促进了师范生对信息技术教育应用的思考,引导其客观理性的分析各类教育问题,有利于师范生在未来教学中批判性的思考问题,提高教学质量和效率,同时也为相关的研究提供了实践参考。
[Abstract]:In the 21st century information age, the production and dissemination of knowledge has been increasing, which puts forward new requirements for the cultivation of talents. Therefore, the cultivation of critical thinking and innovation ability has become a hot topic in higher education. Critical thinking is also the basis of innovative ability, but the critical thinking of college students in China is relatively weak, and lack of practical research on the cultivation of critical thinking. As the future people's teachers, normal students' critical thinking ability not only affects their future innovation in teaching work, but also indirectly affects the vast number of primary and middle school students to find problems, find loopholes, examine the consciousness and ability of evidence. It is of great significance for the cultivation of critical thinking of normal school students. This study attempts to develop writing teaching in the course of "Application of Modern Educational Technology", which is a public elective course for teachers' students, and tries to cultivate the students' critical thinking ability in the field of the application of information technology education. On the basis of literature analysis, this paper firstly combs the definition and research status of critical thinking, and then explains the research methods and the system of critical thinking content analysis developed by Newman. Then the two rounds of action research carried out in practice and the corresponding research results are introduced in detail. Finally, the research is summarized and prospected. Through the study, we can see that middle school students are not good at finding problems or putting forward ideas actively; they are not good at proving ideas or schemes in theory, and the rationality of argument is low; they can consciously connect with practice. To think about the practical application of ideas or solutions in the future; a lack of awareness of the information or ideas introduced, and a preference for direct belief and use. By setting up fixed writing questions, providing analysis and demonstration and more specific materials, writing guidance and writing feedback, the second round of action studies showed a higher level of critical thinking by middle school students. However, there are still some problems, such as insufficient reasoning rationality and low self-evaluation ability. In addition, in the process of group writing, students show a stronger willingness to clarify, broader thinking, but the free and relaxed discussion environment is more prone to mislead, partial topic and other negative behaviors. In general, the research promotes the normal students' thinking on the application of information technology education, guides them to analyze all kinds of educational problems objectively and rationally, is conducive to the students' critical thinking in the future teaching, and improves the teaching quality and efficiency. At the same time, it also provides a practical reference for related research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652.4;G40-057

【参考文献】