Study On The Program Of Learning Evaluation Activities To Promote The Development Of Critical Thinking Of Senior High School Students

In recent years,the development of critical thinking has attracted more and more attention of domestic educators.Innovation is the main driving force of social development.China has emphasized the cultivation of innovative talents in the development of core literacy and curriculum reform,and creativity is closely related to critical thinking.The "5C Model of Core Literacy in the 21 st Century" points out that critical thinking is an inevitable demand of social development and of great significance to national development.Therefore,promoting the development of critical thinking of Chinese students has become an important task of education reform.The traditional education mode in our country is not conducive to the development of students' critical thinking,students generally have low critical thinking ability,critical thinking can be penetrated into all disciplines to cultivate,how to properly integrate critical thinking into the teaching of corresponding disciplines has become the key.The rapid development of abstract thinking of high school students is an important period to promote the development of critical thinking of students.Therefore,teachers should combine critical thinking with different courses,design appropriate teaching activities,and promote the development of critical thinking of students purposeful.Evaluation is one of the important ways to develop critical thinking.Students learn to expound,analyze,reason,evaluate and self-reflect in the process of evaluation,so as to be able to think deeply.Critical thinking mainly includes two parts: skill and inclination,and each part is divided into different dimensions,which are intersected and closely related.This study chooses high school information technology as a practical course,and designs learning evaluation activities according to the characteristics of the course and the content of critical thinking.With students as the main body of evaluation and evaluation tools as the guidance,it is expected to promote the development of students' critical thinking through learning evaluation activities.The evaluation activities were carried out in three rounds.First,DYZ was investigated on the evaluation thinking of information technology courses and the status quo of learning evaluation to clarify the research issues.Secondly,according to the umpire to contend thinking skills and work evaluation tools,evaluation indexes and determine based(compulsory)"information technology" and the contents of the network technology application,design three stages of evaluation activities include: case view,peer mutual and self-evaluation,respectively in the classroom and blue ink cloud class class,through interviews,classroom observations,each round evaluation analysis of practical data,adjust the evaluation activity;Finally,analyze and collect the practical data and draw a conclusion.The research tools include three parts: first,the classroom observation scale,to observe the external behavior changes under the critical thinking;Secondly,the Newman model for measuring the depth of critical thinking is used to verify the differences in the depth of critical thinking of students in each round.Thirdly,the California Critical Thinking Skills and Tendency Questionnaire is used to measure the specific changes in students' critical thinking.The conclusions of this study are as follows :(1)Through the survey,it is found that the high school students' critical thinking ability is low,and the front-line teachers lack the awareness and methods of cultivating critical thinking development;(2)Evaluation tools and teachers' guidance are the keys to improve students' critical thinking ability in evaluation activities;(3)The design of evaluation activities of "observation,mutual evaluation and self-evaluation" can effectively promote the development of critical thinking of senior high school students.