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批判性思维作为21世纪社会发展和国际竞争的核心技能之一,已受到世界各国的普遍关注。合理有效的评估是培养批判性思维的重要一环。目前,对批判性思维能力的评估主要通过问卷调查的方式,并不能反映学习者在问题解决情境中的思考过程。因此,该文采用量化分析和质性分析相结合的方式,探讨通过持续三个月的在线协作项目是否能够促进大学生的批判性思维水平;使用内容分析法和滞后序列分析(LSA)对在线协作讨论(共809条帖子)进行话语分析,并绘制各阶段批判性思维的行为转换图。结果发现:(1)学生的批判性思维整体上有所提高;(2)依据不同的在线协作任务,三个阶段中批判性思维过程呈现不同的特点;(3)第二阶段出现的显著序列最多、最长,其涉及的任务也最具体。本研究针对高等教育中如何设计促进批判性思维的在线活动以及分析在线批判性思维行为序列提供了有效参考。
Abstract：Critical thinking, as one of the core skills of social development and international competition in the 21 st century, has received worldwide attention. Reasonable and effective evaluation plays a key role in cultivating critical thinking. At present, the assessment of critical thinking skills is mainly done through questionnaires, which does not reflect the thinking process of learners in problem solving situations. Therefore, this study combines quantitative with qualitative analysis to explore whether a three-month online collaborative project can promote the critical thinking level of college students. Content analysis and lag sequence analysis(LSA) were used to conduct discourse analysis on online collaborative discussions(809 posts in total), and to draw a behavioral transformation map of critical thinking for every stage of the project. The results show that(1) students' critical thinking has been improved as a whole;(2) critical thinking processes of the three stages present different characteristics according to different online collaborative tasks;(3) the most prominent and longest sequence appeared in the second stage, which involves the most specific tasks.This study provides an effective reference for the design of online critical thinking activities in higher education and the analysis of online critical thinking behavior sequences.
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(1)具体为:分析、衡量矛盾的因果解释、评估假设与已知事实的一致性、为分析一项争论或结论而判断信息的相关性、判断一项感性理解是否被材料中的证据所支持、判断调查因果关系的程序是否合适、评估信息与已知事实、假设和方法的一致性、识别论据中的缺陷与矛盾。
基本信息:
中图分类号:G434
引用信息:
[1]冷静,黄旦.基于LSA的大学生批判性思维在线话语分析[J].中国电化教育,2019,No.387(04):70-78.
2019-04-04
2019-04-04
2019-04-04