Research On The Design Of Blended Learning Activities To Promote The Development Of Critical Thinking

With the continuous improvement of education infrastructure construction and the deepening of education informatization,the deep integration of modern information technology and education and teaching has become an inevitable trend in the development of education.Hybrid learning,which integrates the advantages of online and offline learning,has become the main learning mode at present.At the same time,more and more educators pay attention to the cultivation of critical thinking.It is generally believed that the cultivation of critical thinking is not carried out alone and needs to be completed in the process of teaching or learning.Under the background that blended learning has become an important way of learning,how to cultivate critical thinking in blended learning activities is particularly important.Therefore,this paper will focus on "how to design hybrid learning activities to promote the development of critical thinking",aiming to build a hybrid learning activity model to promote the development of critical thinking.In order to provide some reference for the follow-up researchers.Based on the design-based research paradigm,content analysis,investigation and other methods,this study analyzes the relevant literature of critical thinking and blended learning,and takes the two main paths of the development of critical thinking as the theoretical basis,using the principles and Strategies of blended learning activity design to promote the development of the mixed learning activity model of critical thinking On this basis,we select 2019 graduate students of educational technology major of Northwest Normal University as the research object,carry out three rounds of iterative research relying on the "principles of modern educational technology" of educational technology major course,use content analysis method in the course of implementation,and use critical thinking online discourse analysis model to code and analyze learners' online discourse text Through data and classroom feedback,the model was revised twice.In addition,before and after the implementation of the course,the research method was used to measure the critical thinking ability of learners with the help of the California critical thinking ability scale,which verified the effectiveness of the hybrid learning activity model and activities to promote the development of critical thinking.Through the implementation of three stages of activities,the main conclusions are as follows:First of all,this study constructs a hybrid learning activity model to promote the development of critical thinking.The hybrid learning activity in the model is mainly composed of four stages: Online Autonomous Learning,online discussion learning,offline debate learning,online reflection and summary.The specific learning tasks of learners in the hybrid learning activity are designed according to the development process of critical thinking Analyze the situation,choose the position;supplement the argument,preliminary exchange;determine the grouping,carry out the debate;reflect and summarize this main line.In addition,the model also emphasizes the role of problem generation tools,role and division of labor,and resource tools in promoting the development of critical habitual thinking in hybrid learning activities.Secondly,in the process of model iteration of this study,the author found that the following strategies and methods can effectively promote the development of critical thinking of Learners:(1)in the design of learning activities,we should not only pay attention to the guidance and promotion of clear and accurate critical thinking development process to students,but also pay attention to the specific problems generated based on the critical thinking measurement standards to learners To promote the development of thinking;(2)to promote the development of critical thinking,the design principles and Strategies of hybrid learning activities are used to restructure the elements of teaching activities;(3)to guide learners to conduct divergent discussions on the front line of class,and to conduct a focused debate in class based on the key issues discussed before class;(4)to strengthen the monitoring and feedback of online learning teachers;(5)Design controversial situations and topics that are closely related to learners.