Research On The Teaching Model Of Reflective Writing Supported By Information Technology

With the rapid development of the modern society,the speed of information transmission and knowledge updating is constantly accelerating,leading to the result that the society requires increasingly more talented people.It is an inevitable necessity that cultivating reflective learners with critical thinking and autonomous learning skills in quality-oriented education as higher education is the main field for talent training.Some researchers suggest that the college students can promote their reflective skills by writing reflection in higher education.Nowadays,there have been some researches about how to design online reflective writing activities supported by information technology in teaching at home,just take the pre-service teachers to promote their critical thinking by writing reflection as an example,the model of the feedback and assessment for reflection have been constructed by analyzing preservice teachers’ reflective writing,which has not been integrated with teaching.But teachers in higher education have provided inadequate guidance for students to write reflection,and also lack online learning material of reflection on the reflective writing teaching system.This study investigates the level of college students’ reflective writing and their willingness to participate in online reflective writing activities in a university in Chongqing,and take the survey findings as the practical support for later research.Then,this research focuses on the problems that college students are facing in reflective writing to design online reflective learning material for them and embeds them into the online teaching platform developed by our research team before.Thus,this study combines reflection theory and related research,and tries to construct a teaching model of reflective writing supported by information technology according to the characteristics of information technology and reflection process.This study tries to construct a teaching model of reflective writing supported by the technology based on the literature reviewing,the results of questionnaire survey of reflective writing,the metacognitive theory,the constructivist learning theory,and the experimental learning theory.Furthermore,the reflective writing teaching activities are designed based on this teaching model and the 16 weeks quasiexperimental study in Computer science and technology class and the Instructional technology class is carried out.Finally,the teaching experiment data are summarized and analyzed to verify the validity of the teaching model.This research adopts the qualitative and quantitative methods to solve the following questions:(1)what is the status quo of reflective writing among college students?(2)how to construct the teaching model of reflective writing supported by information technologies?(3)what’s the impact of the teaching model of reflective writing supported by information technologies for the students?This study investigates the reflective writing situation of college students in a university,and used reflective skills rubrics and interview to verify the information technology-supported reflective writing teaching model.Meanwhile,following Gibbs and Scanlon’ model of reflective process,the framework of reflective writing is designed and this paper has analyzed 59 learners’ reflective writing from writing structures and meanings,this research makes the conclusions as follows:(1)The majority of students realized the importance of improving reflective skills and are willing to write reflection,but some of have little reflection knowledge.(2)It is found that the information technology-supported reflective writing teaching model is effective to improve students’ reflective skills after one-term quasi-experimental study in Computer science and technology class and in the Instructional technology class.,especially for normal students’ understanding behaviors,reflective behaviors and critical behaviors and for other students’ understanding behaviors,reflective behaviors.The reason the students can realize the understanding behaviors is that understanding is a crucial part in reflective skills.It is not effective for their critical thinking by providing the feedback of the reflection for students.But the students have learned how to write reflection correctly by learning the basic knowledge about reflection.(3)Most students suggest that information technology-supported reflective writing learning is helpful to them,especially in learning engagement and critical thinking.This study shows that teaching model of reflective writing supported by information technology in higher education can improve students’ level of reflective thinking and make some contributions to the future researches.