面向高阶思维能力培养的直播教学策略
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摘要
直播教学作为一种新的教学形态,以其教学互动感强、反馈及时等优势受到了众多师生的欢迎。文章首先对高阶思维能力、直播教学分别进行了界定,随后通过文献综述介绍了高阶思维能力培养和直播教学的相关研究成果。基于此,文章提出了面向高阶思维能力培养的直播教学策略,具体包括:问题有效嵌入情境、以任务驱动推进自我调控学习、基于同伴互评的小组合作学习、提供合适学习支架、以合作辩论促进思维拓展。最后,文章提出了直播教学策略在实施过程中的注意事项。面向高阶思维能力培养的直播教学策略的提出,可为更好地开展直播教学提供理论参考,并有助于在直播教学中提升学生的高阶思维能力。
As a new teaching form, live broadcast teaching has been welcomed by many teachers and students, due to its advantages of strong interaction sense and timely feedback. Firstly, this paper defined the high-order thinking skills and living broadcast teaching, and then introduced relevant research results of higher-order thinking skills cultivation and live broadcast teaching through literature review. Based on this, live broadcast teaching strategies for cultivating high-order thinking skills were proposed, which included problem being effectively embedded in situation, promoting self-regulated learning with task-driven, group collaborative learning based on peer review, providing appropriate learning support, promoting thinking development through collaborative debate. Finally, some matters needing attention in the implementation of live broadcast teaching strategies were put forward. The proposal of live broadcast teaching strategies for cultivating higher-order thinking skills could not only provide theoretical reference for the better development of live broadcast teaching, but also could help to improve students' higher-order thinking skills.
As a new teaching form, live broadcast teaching has been welcomed by many teachers and students, due to its advantages of strong interaction sense and timely feedback. Firstly, this paper defined the high-order thinking skills and living broadcast teaching, and then introduced relevant research results of higher-order thinking skills cultivation and live broadcast teaching through literature review. Based on this, live broadcast teaching strategies for cultivating high-order thinking skills were proposed, which included problem being effectively embedded in situation, promoting self-regulated learning with task-driven, group collaborative learning based on peer review, providing appropriate learning support, promoting thinking development through collaborative debate. Finally, some matters needing attention in the implementation of live broadcast teaching strategies were put forward. The proposal of live broadcast teaching strategies for cultivating higher-order thinking skills could not only provide theoretical reference for the better development of live broadcast teaching, but also could help to improve students' higher-order thinking skills.
引文
[1]中国共产党新闻网.习近平在中国共产党第十九次全国代表大会上的报告[OL].
[2][4]蒋志辉,赵呈领,李红霞,等.在线学习者满意度影响因素:直播情境与录播情境比较[J].开放教育研究,2017,(4):76-85.
[3]Moridani M.Asynchronous video streaming vs.synchronous videoconferencing for teaching a pharmacogenetic pharmacotherapy course[J].American Journal of Pharmaceutical Education,2007,(1):1-10.
[5]钟志贤.教学设计的宗旨:促进学习者高阶能力发展[J].电化教育研究,2004,(11):13-19.
[6]Brookhart S M.How to assess higher order thinking skills in your classroom[OL].
[7]林晓凡,胡钦太,张映能,等.一种提升学生21世纪技能的路径--基于混合式移动学习活动的实证研究[J].中国电化教育,2016,(11):39-44.
[8]Hwang G J,Lai C L,Liang J C,et al.A long-term experiment to investigate the relationships between high school students’perceptions of mobile learning and peer interaction and higher-order thinking tendencies[J].Educational Technology Research&Development,2017,(6):1-19.
[9][16]郝春娥.教育直播引发的中国教育形态变革[J].中国教育信息化,2016,(23):28-29、77.
[10]王帅.国外高阶思维及其教学方式[J].上海教育科研,2011,(9):31-34.
[11]王佑镁,胡玮,杨晓兰,等.数字布鲁姆映射下的数字能力发展研究[J].中国电化教育,2013,(5):1-7.
[12]刘佳.“直播+教育”:“互联网+”学习的新形式与价值探究[J].远程教育杂志,2017,(1):52-59.
[13]Magas C P,Gruppen L D,Barrett M,et al.Intraoperative questioning to advance higher-order thinking[J].American Journal of Surgery,2017,(2):222-226.
[14]崔晓慧,朱轩.浅谈网络学习中的批判性思维[J].中国医学教育技术,2007,(4):294-296.
[15]李贵安,邓泓,周详,等.中学物理教学中高阶思维能力的培养探究[J].物理教师,2015,(8):2-4、13.
[17]王若宾,杜春涛,张白波.基于移动社交网络的O2O教学模式研究[J].中国电化教育,2015,(12):113-119.
[18]Toh Y,So H J,Seow P,et al.Seamless learning in the mobile age:A theoretical and methodological discussion on using cooperative inquiry to study digital kids on-the-move[J].Learning Media and Technology,2013,(3):301-318.
[19]Vogel B,Kurti A,Milrad M,et al.Mobile inquiry learning in Sweden:Development insights on interoperability,extensibility and sustainability of the LETS GO software system[J].Journal of Educational Technology&Society,2014,(2):43-57.
[20]Wang S L,Wu P Y.The role of feedback and self-efficacy on web-based learning:The social cognitive perspective[J].Computers&Education,2008,(4):1589-1598.
[21]刘斌.网络环境下大学生批判性思维的培养策略[J].湖南科技学院学报,2012,(4):88-90.
[22][23]黄瑛.网络环境下促进学生高阶思维能力发展的研究性学习设计与应用研究[D].兰州:西北师范大学,2008:49、15
[24]Lee J,Choi H.What affects learner’s higher-order thinking in technology-enhanced learning environments?The effects of learner factors[J].Computers&Education,2017,(115):143-152.
[25]倪俊杰,丁书林.O2O直播课堂教学模式及其实践研究[J].中国电化教育,2017,(11):114-118.
[26]Lin X F,Deng C,Hu Q,et al.Chinese undergraduate students’perceptions of mobile learning:Conceptions,learning profiles,and approaches[J].Journal of Computer Assisted Learning,2019,(8):110-128.
[27]魏冰石.开放教育直播教学的问题及对策探析[J].吉林广播电视大学学报,2018,(8):98-99、112.
[28]钟志贤.促进学习者高阶思维发展的教学设计假设[J].电化教育研究,2004,(12):21-28.
[29]闫寒冰.信息化教学的学习支架研究[J].中国电化教育,2003,(11):18-21.
[30]郭炯,郭雨涵.学习支架支持的批判性思维培养模型应用研究[J].电化教育研究,2015,(10):98-105.
[31]Giacumo L A,Savenye W,Smith N.Facilitation prompts and rubrics on higher-order thinking skill performance found in undergraduate asynchronous discussion boards[J].British Journal of Educational Technology,2013,(5):774-794.
[32]林晓凡,胡钦太,邓彩玲.基于SPOC的创新能力培养模式研究[J].电化教育研究,2015,(10):46-51.
[2][4]蒋志辉,赵呈领,李红霞,等.在线学习者满意度影响因素:直播情境与录播情境比较[J].开放教育研究,2017,(4):76-85.
[3]Moridani M.Asynchronous video streaming vs.synchronous videoconferencing for teaching a pharmacogenetic pharmacotherapy course[J].American Journal of Pharmaceutical Education,2007,(1):1-10.
[5]钟志贤.教学设计的宗旨:促进学习者高阶能力发展[J].电化教育研究,2004,(11):13-19.
[6]Brookhart S M.How to assess higher order thinking skills in your classroom[OL].
[7]林晓凡,胡钦太,张映能,等.一种提升学生21世纪技能的路径--基于混合式移动学习活动的实证研究[J].中国电化教育,2016,(11):39-44.
[8]Hwang G J,Lai C L,Liang J C,et al.A long-term experiment to investigate the relationships between high school students’perceptions of mobile learning and peer interaction and higher-order thinking tendencies[J].Educational Technology Research&Development,2017,(6):1-19.
[9][16]郝春娥.教育直播引发的中国教育形态变革[J].中国教育信息化,2016,(23):28-29、77.
[10]王帅.国外高阶思维及其教学方式[J].上海教育科研,2011,(9):31-34.
[11]王佑镁,胡玮,杨晓兰,等.数字布鲁姆映射下的数字能力发展研究[J].中国电化教育,2013,(5):1-7.
[12]刘佳.“直播+教育”:“互联网+”学习的新形式与价值探究[J].远程教育杂志,2017,(1):52-59.
[13]Magas C P,Gruppen L D,Barrett M,et al.Intraoperative questioning to advance higher-order thinking[J].American Journal of Surgery,2017,(2):222-226.
[14]崔晓慧,朱轩.浅谈网络学习中的批判性思维[J].中国医学教育技术,2007,(4):294-296.
[15]李贵安,邓泓,周详,等.中学物理教学中高阶思维能力的培养探究[J].物理教师,2015,(8):2-4、13.
[17]王若宾,杜春涛,张白波.基于移动社交网络的O2O教学模式研究[J].中国电化教育,2015,(12):113-119.
[18]Toh Y,So H J,Seow P,et al.Seamless learning in the mobile age:A theoretical and methodological discussion on using cooperative inquiry to study digital kids on-the-move[J].Learning Media and Technology,2013,(3):301-318.
[19]Vogel B,Kurti A,Milrad M,et al.Mobile inquiry learning in Sweden:Development insights on interoperability,extensibility and sustainability of the LETS GO software system[J].Journal of Educational Technology&Society,2014,(2):43-57.
[20]Wang S L,Wu P Y.The role of feedback and self-efficacy on web-based learning:The social cognitive perspective[J].Computers&Education,2008,(4):1589-1598.
[21]刘斌.网络环境下大学生批判性思维的培养策略[J].湖南科技学院学报,2012,(4):88-90.
[22][23]黄瑛.网络环境下促进学生高阶思维能力发展的研究性学习设计与应用研究[D].兰州:西北师范大学,2008:49、15
[24]Lee J,Choi H.What affects learner’s higher-order thinking in technology-enhanced learning environments?The effects of learner factors[J].Computers&Education,2017,(115):143-152.
[25]倪俊杰,丁书林.O2O直播课堂教学模式及其实践研究[J].中国电化教育,2017,(11):114-118.
[26]Lin X F,Deng C,Hu Q,et al.Chinese undergraduate students’perceptions of mobile learning:Conceptions,learning profiles,and approaches[J].Journal of Computer Assisted Learning,2019,(8):110-128.
[27]魏冰石.开放教育直播教学的问题及对策探析[J].吉林广播电视大学学报,2018,(8):98-99、112.
[28]钟志贤.促进学习者高阶思维发展的教学设计假设[J].电化教育研究,2004,(12):21-28.
[29]闫寒冰.信息化教学的学习支架研究[J].中国电化教育,2003,(11):18-21.
[30]郭炯,郭雨涵.学习支架支持的批判性思维培养模型应用研究[J].电化教育研究,2015,(10):98-105.
[31]Giacumo L A,Savenye W,Smith N.Facilitation prompts and rubrics on higher-order thinking skill performance found in undergraduate asynchronous discussion boards[J].British Journal of Educational Technology,2013,(5):774-794.
[32]林晓凡,胡钦太,邓彩玲.基于SPOC的创新能力培养模式研究[J].电化教育研究,2015,(10):46-51.