Constructing Model For Development Of Higher Order Thinking In Technology Rich Classroom Environment

With the rapid development of emerging technology such as Mobile Internet,Artificial Intelligence,Virtualization etc.,the human is free from procedural activities and then conduct more innovative thinking activity to promote the development of the new economic characterized with "Internet Plus" and the evolution of innovative social formation.The demand for future talents will be personalized and innovative as well as the cultivation of core accomplishment.All these changes require reconstruct the new form of education which promotes the development of learners from the acquisition of knowledge and skills to high-order thinking,thus enhance the cultivation of advanced comprehensive ability to solve problems.Reflected in specific classroom teaching context,it is the interaction between intelligence factors and non-intelligence factors,such as deep learning,knowledge construction,problem solving.While these requires take advantage of rich technology modality and creating rich classroom environment to improve learning,and promote the development of higher order thinking and the cultivation of higher order thinking good quality.But at present,domestic research on high-order thinking situation under the technical support mostly stay at the description of value and significance,and lack of complexity analysis,empirical research and operational process design for technology,thinking and classroom teaching situation.Based on the analysis of above backgrounds and problems,this research embarks from the class situation,focusing on the higher order thinking development law and model construction under the classroom environment.On the basis of document analysis,this paper takes 12 primary and middle schools of different grade,different development levels as well as different development areas as the empirical research object,the reading and writing classroom of junior grade three as experimental intervention case;blends various research methods such as the cross sectional research method,factor analysis,exploratory structural equation,causal structure equation,cooperation pattern research and micro genetic method etc.,and finally quotes foreign popular Mplus as analysis tool on latent variable model to conduct systematically analysis and Inductive reasoning for the essence,process,mechanism and regularity of higher order thought development under the technical rich classroom environment from the "development perspective".In the real classroom environment and specific learning process,the research finishes meaning construction for high order thought development model under the technical rich classroom environment.Based on the above research demand,this research centered on the relationship and mutual influence among technology rich classroom environment,classroom teaching and learning activities,the higher-order thinking development,through the comprehensive investigation and analysis of the process of thinking,thinking strategies and problem situation,finished the exploration for the transformation and rule of higher order thinking cognitive.The research consists of three parts: the relationship between technology and thinking is the starting point of this research;the technical rich classroom environmental characteristics and the high order thinking ontological interpretation is the foundation;the influence of technical rich classroom environmental and how to structure higher order thought development model is core mission.The result of research shows that:Firstly,Technology itself can not directly generate thinking,and itis comes through different usages and conditions to influence the occurrence of thinking.The relations between use of technology and thinking development are interactional,especially in the internet and artificial intelligence etc.,and these emerging technologies can solve complex task to make “man-machine” thinking ways more syncretic.The critical point of technology and thinking is the activity and strategy of teaching organization.Control of this critical point is the key to the development of high technology classroom environment and higher-order thinking.Secondly,for the technical richness,except for the denotation concept of “multitudinousvariety,extensivequantity,wider involving”etc.,it also has connotative meaning of “make rich,make extensive”,which is the inner layer and the effect of technology impact.Moreover,because of imparity that technology presents information and content,there is a difference in technological“richness”.The standard to judge technological richness is neither "fuzzy" nor "uncertainty",which needs to be matching with the experience requirements of learners.Thirdly,higher order thinking structure is the foundation that higher order thinking develops,and higher order thinking development process is also the higher-order thinking structureprocess.As higher order comprehensive ability,there are complexity,nonlinear and immeasurabilty for higher order thinking,but it can be recognized through the overt behavior and emotion of learners.The system property of higher order thinkingdetermines the behavior of higher order thinking is not an isolated area,but it is a mutual integration of cognition,emotion,and movement.The behavior“integrated”eight static factors including cognition,emotion and aptitude etc.,three dynamic factors as well as five thinking quality factorsthat reflect the development level of higher order thinking.Higher-order thinking structuremodel was either knowledge materials,thinking types,thinking existing forms,thinking tendency and qualitycharacterization which formthe systematic hierarchystructure or the cognitive structure with dynamic development process and mechanism.This kind of higher order thinkingstructuremodel onaccountofclassroom teaching can represented well the process and the mechanism,path andstage of high order thinkingdevelopment,even more provided for higher order thinking class with operational development model.It resultis that people can cultivated with advanced knowledge,sapiential sentiment and high-order thinking ability.This research finally concluded that:Firstly,technology rich classroom environment promoted higher order thinkingdevelopment.However,due to the differences of technology types,sample,function,richness,as well as the content presented and the individual characteristics of the carriers,the technological richness also presents different trends and representation.The research finds that application of class technological environment has a significant change to higher order thinking behavior;social media,resource type and digital platform are selective to promote higher order thinking;applied technological environment of teachers and student individualshas slight influence on high order thinking development.These research results illustrate that the development of technology and thinking requires teaching and learning activities,especially the application of cultural atmosphere of class technology and technology rich classroom environment have more important role on high order thinking development.Secondly,higher-order thinking development has characterized by diversity,complexity,nonlinearityand the combination of mutation and gradual change.High order thinking process which is based on problem solving is that various strategies are optimized and combined in different stages,thiskind of optimization and combinationneed to to consider the individual’s cognitive level,cognitive style and tendentiousness of thinking,and also need to consider the change rule and the optimization solution the individual’s strategies when solving problems.Thirdly,based on the Class situation and development perspective,taking “behavior” as core,surrounding three dimension of technology rich classroom environment,classroom higher order thinkingteaching and higher-order thinking development,under the support of technology rich classroom environment of knowledge sharing,resources allocation optimization,collaborative community and suitability satisfaction,under the support of higher-order thinking classroom teaching activities of goal lead,behavior characterization,ability reflection,emotional involvement,reflective evaluation;under the cooperation mechanism of communication,coordination,cooperation,coordination and support,through the integration and interaction mechanism of between technology rich classroom environment higher-order thinking teaching activities,it formed three-dimensional five one" higher-order thinking coordinated development model and creative maturity evaluation system under behavior integration,which had systematicness,complexity,collaborative,ecological characters,dynamism and operability,meanwhile it’s also the dynamic description of goal setting,process model,path change,influence effect,cognitive level diagnosis and collaborative development of the higher order thinking under technology rich classroom environment,innovatedthe theory research of higher-order thinking development rules under technology rich classroom environment,and was helpful to carry presuppose and evaluate for higher-order thinking process,behavior characteristic and development effectfrom the teaching goal,and more provided general operating theory and practiceformfor higher order thinkingteaching under the background of educational informationization.Researching the rules and model of higher order thinkingdevelopmentunder has important practical significance and theoretical value technology rich classroom environment.The research for these problems will be helpful to diagnose for Cognitive level and cognitive skills of students,thereby help cognitive strategy optimize and intervene accurate teaching,more provided new perspective forhigher order thinkingteaching under the background of educational informationization.