技术丰富课堂环境下高阶思维发展模型建构研究

发布时间：2018-05-30 20:40

本文选题：课堂情境 + 高阶思维发展　；参考：《东北师范大学》2017年博士论文

【摘要】：未来社会的需求将是个性化与创新性人才。这些变化都需要重构教育的新形态,促使学习者从知识与技能习得转向高级综合能力的培养。反映在具体的课堂教学情境中,就是深层次学习、知识建构、问题解决等高级认知活动,以及思维的自我监控等智力与非智力因素之间的相互作用。而这些都需要利用丰富的技术样态以及所创设的课堂丰富环境来改善学习,进而促进高阶思维的发展。但目前国内对技术支持下的高阶思维课堂情境研究,大多停留在价值与意义描述上,缺乏技术、思维与课堂教学情境的复杂性分析、实证性研究和可操作性流程设计。因此,聚焦技术丰富课堂环境下高阶思维发展规律和模型建构研究具有重要的实践意义与理论价值。基于以上背景与问题,本研究从课堂情境和发展视角,围绕技术丰富课堂环境对高阶思维发展变化及影响规律这一核心问题,对技术丰富课堂环境下高阶思维发展的本质、过程、机制及规律进行系统化分析与归纳性推理,在真实课堂情境和具体教学过程中,逐步完成发展模型的意义建构、模型解释与应用建议。研究共包含三大部分:技术与思维发展关系辨析是本研究的出发点;技术丰富环境与高阶思维本质解析是本研究的基础;针对丰富课堂环境、课堂教与学活动、高阶思维发展关系及其相互影响,构建高阶思维一般性、操作性发展模型是本研究的核心任务。本研究以12所不同年级、不同发展水平和6个不同发展区域的中小学为实证研究对象,以初三年级阅读写作课堂为实验干预与观察案例,综合采用了文献分析法、横断研究方法、因素分析法、结构方程法、行动研究和微观发生法等多种研究方法,并引用了目前国外潜变量建模比较受推崇的Mplus作为分析工具。研究过程发现:第一,技术本身并不能直接产生思维,技术是通过不同的使用方式和情境去影响思维发生的。技术的使用与思维发展是相互影响的关系,尤其是网络和人工智能等新兴技术带来的复杂任务解决,使“人机”思维方式更加融合化。技术与思维的临界点是教学组织活动与策略。控制这个临界点是技术丰富课堂环境与高阶思维发展的关键环节。第二,技术丰富性除了具有“种类多”“数量大”“涉及面广”等外延概念之外,更具有“使丰富”“使广博”等内涵意义,是技术影响的内在程度与满意效果。而且由于技术呈现信息和内容能力的不同,技术存在“丰富度”差异。判断技术丰富度价值的标准是既不能“模糊过度”,也不能具有“不确定性”,需要与学习者体验需求相匹配,更要让其得到满足。第三,高阶思维结构是高阶思维发展的基础,高阶思维发展过程也是高阶思维结构的活动过程。高阶思维作为一种高级综合能力,具有复杂性、非线性和难以测量性,但可以通过学习者外显行为和情感倾向等进行识别。高阶思维系统属性决定了高阶思维行为不是一个孤立的领域,而是认知、情感、技能的共同整合。行为“统整”认知、情感、能力倾向所形成的八个静态因子、三个动态因子,以及五个思维品质因子的高阶思维结构模型,既是知识材料、思维类型、思维存在形态、思维能力倾向与品质表征组成的系统化层次结构,也是具有动态发展过程与机制的认知结构。这种基于课堂情境的高阶思维结构模型,可以对高阶思维发展过程与机制、路径与阶段进行很好的表征,提供可操作性的发展模型,其结果是培养具有高阶知识、智慧性情操和高阶思维能力胜任力的人。研究最后得出的结论是:第一,技术丰富课堂环境对高阶思维发展整体具有促进作用。但由于技术类型、样态、功能、丰富度以及呈现的内容特征和应用者个体特征的不同,技术的丰富性呈现出不同的趋势和表征。班级技术环境的应用对整个高阶思维行为都会产生显著性变化,社交媒体、资源类型与数字化平台对高阶思维的促进具有选择性,教师与学生个体应用技术环境对高阶思维发展不具有显著性。这些研究结果都说明技术与思维发展需要教与学活动组织,尤其是班级技术应用文化氛围和课堂技术丰富情境的创设在高阶思维发展中更具有重要性。第二,高阶思维发展过程具有多样性、复杂性、非线性、突变性与渐变性相结合、从低到高螺旋式发展等特征。因此,基于问题解决的高阶思维过程也是各种策略在不同阶段的优化组合,这种优化组合需要考虑个人的认知水平、认知风格、思维的倾向性以及学科、性别与区域文化等特征,也需要考虑个体在问题解决时策略的变化规律和优化解决方案,从而更好地促进高阶思维可持续发展。第三,这种基于课堂情境和发展视角,以“行为”统整为核心,围绕技术丰富课堂环境、高阶思维课堂教与学、高阶思维发展整体协调三个维度,以及高阶思维教与学活动与技术丰富课堂环境五要素之间的整合与交互机制,形成的行为统整下“三维五位一体”高阶思维协同发展模型以及创生的成熟度评价体系,从教学目标层面上有助于对高阶思维发展过程、行为表征及发展效果进行预设性和过程性评价,为教育信息化背景下高阶思维课堂发展提供了一般性理论范式,也为高阶思维课堂实践提供了可操作的认知诊断及教学干预评价体系。本研究在理论上、方法上和实践上均有一定的创新性。研究成果为教育信息化背景下高阶思维教学与评价提供了新的视角,对优化数字化资源与环境、提高学生认知水平与技能诊断、认知策略优化以及精准教学干预都提供了很好的实践性模式。模型的实践应用与完善也将是下一步研究的重点。
[Abstract]:The needs of the future society will be individualized and innovative talents. These changes need to restructure the new form of education, promote the learner to turn from knowledge and skill acquisition to the cultivation of advanced comprehensive ability. It is reflected in the specific classroom teaching situation, that is, advanced cognitive activities such as deep learning, knowledge construction, problem solving, and thinking. The interaction between self monitoring and other intellectual and non intellectual factors, which all need to use rich technical patterns and the rich environment created in the classroom to improve learning, and further promote the development of high order thinking. However, most of the high order thinking classroom situation research under the support of technology at home is mostly in the description of value and significance. Lack of technology, complexity analysis of thinking and classroom teaching situation, empirical research and maneuverability process design. Therefore, focusing on the development of high order thinking and model construction in classroom environment has important practical and theoretical value. Based on the above background and problems, this study is from the classroom situation and the development perspective, In order to enrich the core problem of the development and change of high order thinking in the classroom environment, the essence, process, mechanism and law of the high order thinking development in the classroom environment are systematically analyzed and inductive, and the meaning construction of the development model is gradually completed in the real classroom situation and the specific teaching process. There are three major parts of the model interpretation and application. The analysis of the relationship between technology and thinking development is the starting point of this study. The foundation of this study is the technology rich environment and the essence analysis of the high order thinking; in view of the rich classroom environment, the classroom teaching and learning activities, the high order thinking development relationship and its mutual influence, the high order thinking is constructed. The core task of this study is the operational development model. The primary and secondary schools in 12 different grades, different development levels and 6 different developing regions are used as the empirical research subjects, and the reading writing class in grade three is used as the experimental intervention and observation case, and the literature analysis method, the transverse research method, the factor analysis method and the structural equation are adopted. A variety of research methods such as law, action research and microgenesis are used, and Mplus is cited as an analytical tool that is highly respected in current foreign variable modeling. The research process finds that: first, technology itself does not directly produce thinking. Technology affects thinking through different ways and circumstances. Technology use and thinking are used. Development is the relationship of mutual influence, especially the complex tasks brought about by new technologies such as network and artificial intelligence, so that the "man-machine" thinking mode is more integrated. The critical point of technology and thinking is the activities and Strategies of teaching organization. Controlling this critical point is the key link in the technology enriching the classroom environment and the development of high order thinking. Second, Besides the extension concepts such as "many kinds", "large quantity" and "wide range", technical richness has the connotation meaning of "enriching" and "making extensive". It is the internal degree and satisfactory effect of the technical influence. Moreover, because of the difference of technology presenting information and content ability, technology has the difference of "richness". The standard of richness is neither "overly excessive" nor "uncertainty". It needs to be matched with the experience of the learners. Third, the high order thinking structure is the basis of the development of the higher order thinking, and the process of high order thinking is also the activity process of the high order thinking structure. Advanced comprehensive ability, which is complex, nonlinear, and difficult to measure, can be identified by the explicit behavior and emotional tendencies of the learners. The high order thinking system determines that the higher order thinking behavior is not an isolated field, but a common integration of cognition, emotion and skill. The eight static factors, three dynamic factors and five higher thinking structure models of thinking quality factors are not only systematic hierarchies of knowledge material, thinking type, thinking existence form, thinking ability tendency and quality characterization, but also a cognitive structure with dynamic development process and mechanism. This is based on classroom situation. The high order thought structure model can make a good characterization of the development process and mechanism, the path and the stage of the high order thinking, and provide the maneuverable development model. The result is to cultivate the people with higher knowledge, intelligence and the ability to think high. The final conclusion is: first, the technology enriches the classroom environment to the high. As a whole, the development of order thought has a promoting effect. But because of the technical type, the pattern, the function, the richness, the content characteristics and the individual characteristics of the application, the richness of the technology presents different trends and characterizations. The application of the class technology environment will produce significant changes in the whole high order thinking behavior, social media, and resources. Type and digital platform are selective for the promotion of higher order thinking. The application of technical environment for teachers and students is not significant to the development of high order thinking. These results all show that the development of technology and thinking needs teaching and learning activities, especially the creation of the atmosphere of the application of class technology and the rich context of the classroom technology. The development of high order thinking is more important. Second, the development process of high order thinking has the characteristics of diversity, complexity, nonlinearity, combination of mutagenesis and gradual change, from low to high spiral development. Therefore, the high order thinking process based on problem solving is also the optimal combination of various strategies at different stages. This optimization combination needs to be tested. Considering the individual's cognitive level, cognitive style, thinking tendency, subject, gender and regional culture, it also needs to consider the changing rules of the strategy and the optimal solution for the individual in the problem solving, so as to better promote the sustainable development of the higher order thinking. Third, this kind of "behavior" is based on the classroom situation and development perspective. At the core, the integration and interaction mechanism between the high order thinking classroom teaching and learning, the overall coordination of the higher order thinking development, the integration and interaction between the higher order thinking teaching and learning activities and the five elements of the technology rich classroom environment, and the formation of the formation of the "three-dimensional five in one" cooperative development model and the creation of the model as well as the creation of the model. The system of maturity evaluation is helpful to the development process of higher thinking, Behavior Characterization and development effect by presupposition and process evaluation. It provides a general theoretical paradigm for the development of high order thinking in the background of education information, and provides an operational cognitive diagnosis for the practice of high level thinking in classroom practice. Teaching intervention evaluation system. This study has some innovation in theory, method and practice. The research results provide a new perspective for higher order thinking teaching and evaluation under the background of education information, optimizing the digital resources and environment, improving the students' cognitive level and skill diagnosis, the optimization of cognitive strategies and precision teaching intervention. All of them provide a good practical mode. The practical application and perfection of the model will also be the focus of the next research.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G434;G633.3

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