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Web-based Instruction Model under Constructionism for Critical Thinking Development

机译：建构主义下批判性思维发展的网络教学模型

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The purposes of this research were to firstly construct the web-based Instruction model using the constructionism approach for critical thinking development of undergraduate students. Secondly, to compare critical thinking score between before and after learning via the web-based instruction and lastly to study the student satisfaction toward the web-based instruction that constructed by researcher. Results of the research were shown as follows: the web-based Instruction model using for critical thinking development the constructionism approach should include ten phases: 1) critical preparation, 2) review the issue, 3) elaborate learning, 4) arranging data, 5) thinking and diagnosing, 6) interpersonal communication, 7) verify the solution, 8) implementation, 9) transfer of innovations, and 10) yielding evaluation. It was found that after learning from the web-based Instruction the student's critical thinking score was higher than before learning at .05 level of significance. The student's satisfaction toward the web-based instruction were at the high level.
机译：本研究的目的是首先使用建构主义的方法构建基于网络的教学模型，以培养学生的批判性思维。其次，通过网络教学比较学习前后的批判性思维得分，最后通过研究者构建的网络教学研究学生的满意度。研究结果如下：建构主义方法用于批判性思维发展的基于Web的教学模型应包括十个阶段：1）批判性准备，2）审查问题，3）精心学习，4）整理数据，5 ）思考和诊断; 6）人与人之间的交流; 7）验证解决方案; 8）实施; 9）创新的转移; 10）评估。研究发现，从基于网络的教学中学习后，学生的批判性思维得分在学习前的显着性水平上高于.05。学生对网络教学的满意度很高。

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