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首页> 外文期刊>Computers & education >An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support
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An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support

机译：在教学和技术支持下的翻转式中学课堂中进行为期三年的批判性思维技能发展研究的经验

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摘要

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom. (C) 2015 Elsevier Ltd. All rights reserved.
机译：这项研究的目的是尝试研究将学生的批判性思维成就的发展注入到具有教学和技术支持的学科教学中的结果。共有124名初中学生参加了综合人文学科的三年期实验教学。实施了翻转课堂策略，以使学习者参与在线课前学习准备，在数字教室内进行课堂小组讨论以及使用社交学习平台进行课后扩展学习。批判性思维测试发现，学生在假设识别，归纳和演绎方面的工作表现良好；在解释和评估方面的工作取得了一些成就。结果发现，学生需要更多的时间来发展演绎，解释和评估的能力。半结构化访谈发现，教师和学生重视为学生小组共享提供指导以促进批判性思维技能发展的教学方法。讨论了三个含义，以阐明将批判性思维技能发展注入领域知识学习过程，部署适当的教学法以动员学习者参与学习过程以及使用适当的技术促进内部和外部学习过程的过程。教室。 （C）2015 Elsevier Ltd.保留所有权利。

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