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Designing blended learning environments with thinking tool strategies: examining a Chinese teacher's decision-making and beliefs

机译：使用思维工具策略设计混合学习环境：审查中国教师的决策和信仰

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摘要

The purpose of this study is to examine a Chinese teacher's decision-making and changes in beliefs in a designed, blended learning environment that explored the use of thinking tools (TTs) strategies in nurturing students' thinking skills. The study used a qualitative methodology of Cultural Psychology, Trajectory Equifinality Approach (TEA), to analyze data of a Chinese primary school teacher, Teacher C. Through the analysis, the authors found Teacher C went through five developmental stages. During these stages, the authors identified that (1) online support to address the teacher's problem was effective and multiple viewpoints at international workshops triggered the "Aha" experience. (2) Reflections on beliefs better facilitated exploring TTs strategies in a concrete context. (3) Social guidance, such as presenting Lesson Studies and support of researchers, guided good decision-making, but social directions, such as transferring of supportive administrators and opposition from senior teachers inhibited Teacher C from making certain choices. Based on these results, the authors offer two design principles, combining belief reflection activities with decision-making and paying attention to the interaction of social factors, to improve blended learning environments and to support Chinese teachers to explore TTs strategies in the future.
机译：本研究的目的是审查中国教师的决策和在设计的混合学习环境中的信念变化，探讨了使用思维工具（TTS）策略在培养学生的思维技能方面的使用。该研究采用了文化心理学的定性方法，轨迹大道方法（茶），分析了中国小学教师的数据，教师C.通过分析，作者发现教师C经历了五个发展阶段。在这些阶段，作者确定了（1）在线支持解决教师的问题是有效的，国际讲习班的多个观点引发了“AHA”的经验。 （2）对信仰的思考更好地促进了具体背景下的TTS策略。 （3）社会指导，如提出课程研究和研究人员的支持，指导良好的决策，但社会方向，例如从高级教师转移支持性管理员和反对派的转移抑制了某种选择。根据这些结果，作者提供了两种设计原则，将信仰反思活动与决策和关注社会因素的互动相结合，改善混合学习环境，并支持中国教师在未来探索TTS策略。

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