Research On The Design Of Problem-Based Learning Activities To Promote The Development Of Critical Thinking

An individual with good critical thinking ability can efficiently acquire,analyze and evaluate information in the information society and knowledge society era.In the field of education research,the cultivation of critical thinking has gradually attracted the attention of educators.How to infiltrate the cultivation of critical thinking into teaching practice and realize the simultaneous development of critical thinking and knowledge of students is worth paying attention to.As a student-centered learning method,problem-based learning provides fertile "soil" for the development of students’ critical thinking,but how to sow the "seeds" of critical thinking still needs effective learning activity design by teachers.Therefore,this paper puts forward the research question of "how to design problem-based learning activities to promote the development of critical thinking",aiming to study how to design problem-based learning activities to promote the development of critical thinking.In order to provide some reference for the follow-up researchers.This research adopts the research paradigm based on design,using the methods of content analysis,survey research,comb in critical thinking and problem-based learning,on the basis of related literature,with critical thinking training on the basis of the two main path,Based on Bloom’s cognitive target classification model and the general process of problem-based learning,an activity model was constructed to promote the development of critical thinking in problem-based learning.Selection of biological science of northwest normal university professional grade 2018 undergraduate students as the research object,relying on the course "information teaching" to carry out three rounds of iterative research.In the implementation process of the activity,content analysis was used to analyze the online discourse text of learners with a critical thinking discourse analysis model,and the model was revised twice through data analysis and classroom feedback.In addition,the California Critical Thinking Scale was used to measure the critical thinking of learners before and after the implementation of the activities,which verified the effectiveness of the learning activity model and the implementation of the activities in this study.This study is carried out through three stages of activities,and the main conclusions are as follows:1.The problem-based learning activities designed in this study can effectively promote the development of students’ critical thinkingEffective of this research is a blend of the two main path of critical thinking training,build the problem-based learning activities to promote the development of critical thinking model of learners’ critical thinking development along the understanding,analyzing problems,make decisions,to judge,gather information,expression of argument and generate results,mutual evaluation,reflection and self-calibration of nine spots.After three rounds of teaching practice,the text generated by learners in learning activities is analyzed and the model is revised twice.The effectiveness of the model and corresponding learning activities in promoting the development of students’ critical thinking is preliminarily verified.2.The scaffolds designed in the model can promote the development of learners’ critical thinkingIn the problem-based learning activity model constructed in this study to promote the development of critical thinking,it is verified that the "scaffolding" of the development of critical thinking,such as questioning interactive tools,roles and activity rules,resources and tools,can promote the development of critical thinking of students in problem-based learning activities.3.The following strategies and methods can promote the development of learners’ critical thinking(1)Let students master the use of interactive questioning tools,and encourage students to think effectively when making decisions or analyzing others’ opinions,so as to further generate effective questioning and realize knowledge construction;(2)Teachers monitor and feedback students’ independent learning,discussion learning and other links,timely understand and grasp students’ learning progress and situation,and make timely intervention;(3)In the work evaluation activities,the anonymous evaluation mechanism is more suitable to promote the development of learners’ critical thinking.