A Research On Problem-Driven Cooperative Learning Practice That Promotes Critical Thinking Among High School Students

Critical thinking,as a high-order thinking,is the foundation of innovative thinking.With the requirement of training innovative talents in China's education reform,how to train students' critical thinking in subject teaching has become the focus of current education.Existing research has proved that it is feasible and necessary to cultivate students' critical thinking in information technology courses.However,the current information technology teaching still stays in the training of basic information technology knowledge and operational skills.Teachers use fewer teaching methods and lack the cultivation of students' critical thinking ability.Students only passively accept knowledge and lack questioning and criticizing knowledge.At present,the combination of various teaching methods is the new teaching method that teachers are pursuing.Both problem-driven teaching and cooperative learning can promote students' critical thinking to some extent,but both of them have some drawbacks in their respective application practice.Therefore,on the basis of existing research,aiming at their respective advantages and disadvantages,this paper attempts to combine problem-driven teaching with cooperative learning,and build a problem-driven cooperative learning teaching design process based on information technology courses in senior high schools.This research adopts quasi-experimental research method,investigation research method and literature research method,in view of the present information technology,the problem of shortage of classroom teaching for training students' critical thinking,analyzes the connotation,basic elements and applicable conditions of problem-driven cooperative learning from the relationship between problem-driven teaching and cooperative learning,and constructs the teaching design process of problem-driven cooperative learning.Based on this process,a teaching case is designed for specific teaching content,and a quasi-experimental study is conducted with students from an ordinary middle school in a certain district of Lanzhou as the research object.Before and after the study,the revised Chinese version of the California Critical Thinking Disposition Inventory(CCTDI)and the California Critical Thinking Skills Test(CCTST)were used as a measuring tools to survey the critical thinking level of students in two classes.At the same time,combined with students' works and interview records,the data generated in the practice process are analyzed to further verify whether the problem-driven cooperative learning is helpful to improve the critical thinking of senior high school students.The results show that the problem-driven cooperative learning can improve the critical thinking of senior high school students.As far as California Critical Thinking Disposition is concerned,problem-driven cooperative learning can significantly improve students' critical thinking tendency,and students basically reach a strong level,and there are significant differences with the students in the control class in the four dimensions of seeking truth,analytical ability,self-confidence and thirst for knowledge;As far as Critical Thinking Skills is concerned,problem-driven cooperative learning can gradually improve students' critical thinking skills,and there are significant differences in analysis and evaluation dimensions compared with the students in the control class,but the overall level is still at a low level(grade < =57),which needs continuous improvement in the follow-up research,in order to provide reference for the follow-up researchers and teachers.