| At present,China is vigorously promoting the innovation-driven development strategy,the country needs to train a large number of innovative talents,and dare to question is a prerequisite for innovation.In recent years,more and more attention has been paid to critical thinking research,but most of the it focuses on theoretical research such as the connotation and structure of critical thinking,and most of the study segments are distributed in primary and secondary schools,so there are relatively few studies on cultivating critical thinking in university courses.In view of this,this study took 20 first-year students of S University as the research objects,designed a series of online collaborative activities for critical thinking training on the basis of literature research and theory,including online synchronous discussion,online asynchronous discussion,peer evaluation,wiki collaborative creation,etc.,and conducted a three-month practical research in the actual teaching class.In terms of measurement,the California Critical Thinking Skills Test(CCTST),developed by Delphi Method and translated and revised by domestic scholar Luo Qingxu,and the Critical Thinking Ability Scale(CTDI-CV),revised by domestic scholar Peng Meichi,are adopted to measure the level of students’ critical thinking skills and tendencies.And explore the changes of each dimension before and after teaching.At the same time,interviews are used to further understand students’ and teachers’ views on online collaborative learning and its impact on critical thinking,so as to gain inspiration and further improve the process of online collaborative learning activities.After the implementation of the online collaborative learning activity model,this study mainly draws the following conclusions: First,after the implementation of the online collaborative learning activity model oriented to critical thinking training,the overall level of students’ critical thinking tendency and skills have been significantly improved.Among them,students’ open-mindedness,systematic ability and critical thinking confidence tendency and analytical and reasoning skills have significantly improved.Secondly,the activity model also emphasizes the role of peer evaluation form,discussion role assignment form,course resources and tools in promoting the development of students’ critical thinking.Thirdly,when designing learning activities,teachers should not only ensure the orientation of learning activities for developing critical thinking,but also pay attention to the effect of students’ subject knowledge and skills.Finally,the online collaborative learning to develop critical thinking is student-oriented,but teachers should also strengthen monitoring and feedback in the whole process,and consciously guide students to think,discuss and evaluate critically,so as to achieve the purpose of training. |
