本文選題：批判性思維　切入點(diǎn)：探究性學(xué)習(xí)　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：目前,科學(xué)探究活動(dòng)已經(jīng)成為科學(xué)類學(xué)科重要的學(xué)習(xí)方式。學(xué)生經(jīng)歷探究的過(guò)程,不但能獲取知識(shí)、發(fā)展技能,還能改進(jìn)思維方式,增長(zhǎng)探究明辨精神,提升批判性思維技能,培養(yǎng)創(chuàng)新意識(shí)�？茖W(xué)探究微活動(dòng)具有充分拓展探究活動(dòng)每一個(gè)要素和環(huán)節(jié)的功能。本課題嘗試在科學(xué)及生命科學(xué)的教學(xué)過(guò)程中,對(duì)六至九年級(jí)的科學(xué)、生命科學(xué)教材進(jìn)行一定梳理,對(duì)適合開(kāi)展科學(xué)探究微活動(dòng)的教學(xué)內(nèi)容及活動(dòng)進(jìn)行整理和開(kāi)發(fā),依據(jù)探究活動(dòng)的要素、層次、級(jí)別對(duì)之進(jìn)行一定的分類和改進(jìn),使之適合于循序漸進(jìn)地發(fā)展學(xué)生批判性思維;并在此過(guò)程中,整理、總結(jié)出適合發(fā)展學(xué)生批判性思維的教學(xué)策略與方法,為學(xué)科教學(xué)提出合理建議。主要采用行動(dòng)研究法、案例研究法、文獻(xiàn)研究法、經(jīng)驗(yàn)總結(jié)法等。選用了較權(quán)威的批判性思維CCTDI(California Critical Thinking Disposition Inventory,即加利福尼亞批判性思維傾向問(wèn)卷)來(lái)對(duì)上海大學(xué)附屬中學(xué)實(shí)驗(yàn)學(xué)校六、七、八年級(jí)的學(xué)生進(jìn)行量表測(cè)試,從批判性思維的七個(gè)維度:尋找真理、開(kāi)放思想、分析能力、系統(tǒng)化能力、批判性思維的自信心、求知欲、認(rèn)知成熟度等對(duì)學(xué)生進(jìn)行了測(cè)量。實(shí)踐證明:科學(xué)探究微活動(dòng)的開(kāi)發(fā)進(jìn)一步改進(jìn)和豐富了現(xiàn)行科學(xué)類學(xué)科教學(xué)的內(nèi)容和組織形式,通過(guò)鼓勵(lì)、引導(dǎo)、啟發(fā)學(xué)生不斷質(zhì)疑,有效地激發(fā)了學(xué)生的好奇心和探究欲,學(xué)生的問(wèn)題意識(shí)和實(shí)踐能力在此過(guò)程中都得到了增強(qiáng),學(xué)生也能審慎地得出結(jié)論。在科學(xué)探究微活動(dòng)的過(guò)程中孕育、催生和培養(yǎng)了學(xué)生的批判性思維。
[Abstract]:At present, scientific inquiry has become an important learning method for science subjects. Students can not only acquire knowledge and develop skills, but also improve their thinking mode, increase their spirit of inquiry and discernibility, and upgrade their critical thinking skills. Scientific inquiry microactivity has the function of fully expanding every element and link of inquiry activity. In the teaching process of science and life science, this subject tries to make a study of science in grade six to nine. To sort out the teaching materials of life sciences, to sort out and develop the teaching contents and activities suitable for carrying out scientific inquiry micro-activities, and to classify and improve them according to the elements, levels and levels of inquiry activities. In this process, the teaching strategies and methods suitable for the development of students' critical thinking are summed up, and some reasonable suggestions are put forward for the subject teaching, which mainly adopt the action research method, which is suitable for the gradual development of the critical thinking of the students, and in the process, the teaching strategies and methods suitable for the development of the critical thinking of the students are summarized and summarized. Case study method, literature research method, experience summary method and so on. The more authoritative critical thinking CCTDI(California Critical Thinking Disposition inventor (California critical thinking tendency questionnaire) is used to evaluate the sixth and seventh of Shanghai University affiliated Middle School Experimental School. The eighth grade students were tested on seven dimensions of critical thinking: seeking truth, open thinking, analytical ability, systematic ability, self-confidence of critical thinking, thirst for knowledge. Practice shows that the development of scientific inquiry microactivity further improves and enriches the content and organizational form of current science subject teaching, and inspires students to question it through encouragement and guidance. It has effectively stimulated students' curiosity and desire to explore. In this process, students' awareness of questions and their practical ability have been enhanced, and students can draw conclusions prudently, which are nurtured in the process of scientific inquiry microactivities. The birth and cultivation of critical thinking of students.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.98

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