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《e-Education Research》 2018-07
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An Empirical Study on the Development of Critical Thinking of Junior High School Students:From the Perspective of Learning Activity Design

BI Jinggang;DONG Yuqi;HAN Ying;Education College, Shanghai Normal University;Educational Science College, Jilin Normal University;  
Under the background of education informationization, it is of theoretical and practical value to carry out teaching research to promote the development of students' critical thinking through daily teaching based on virtual-actual integration. Under the guidance of cognitive conflict theory, based on classroom discussion, online communication through QQ group and Worktile platform, this study carries out an eight-week empirical study of critical thinking teaching through composition revision learning activity of junior high school students. The study finds that cognitive conflict and self-adjustment are the basis ofcritical thinking training. It is effective to use composition modification to promote the development of students' critical thinking. Virtual learning space and thinking visualization technology provide technical support for critical thinking teaching. Specific learning techniques are suitable for specific content and specific learners.
【Fund】: 全国教育科学“十三五”规划2017年度教育部重点课题“促进中学生批判性思维发展的在线学习活动设计研究”(课题编号:DCA170310)
【CateGory Index】: G632.4
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