提问交互模型(QICT)教学应用方法的实践研究  

The Practical Research on Teaching Application Method of QICT Model

作　　者：冯莹倩[1] 张康英[1] 王海燕[1] 徐建东[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《远程教育杂志》2013年第6期95-102,共8页Journal of Distance Education

基　　金：宁波大学胡岚优秀博士基金奖励;2012年宁波大学研究生科研创新基金(项目编号:G12JB015)资助

摘　　要：提问交互模型(QICT)是异步在线交流环境中促进学生批判性思维的有效工具,其教学应用方法结合了脚手架的思想和异步在线交流的特点,将整个批判性思维的教学过程分为预备、教师引导、学习伙伴引导和自我引导四个阶段。研究结合"传播学"课程教学,以课程网站的论坛为异步在线交流平台,运用实验研究法、问卷调查法和内容分析法对QICT模型的教学应用方法进行了实践研究。研究发现,QICT模型的教学应用方法对学生批判性思维具有促进作用,证明该方法对批判性思维教学具有积极影响。同时还发现,教师引导阶段对后续学习伙伴引导阶段和自我引导阶段起到良好的示范作用,地位至关重要。Question Interaction of Critical Thinking Model （QICT Model）is a tool for facilitating students＇ critical thinking based on asynchronous online communication. Combined with the gist of scaffolding and the feature of asynchronous online communication, the whole teaching process with the characteristics of critical thinking is divided into the following four stages： preparation, teacher guidance, learning partner guidance and self-guidance. With the example of Instruction of Communication course, making the forum of this course website as asynchronous online communication platform, a practical research on teaching application method of the QICT Model is conducted with experimental method, questionnaire survey method and content analysis method. The findings reveal that the teaching application method of QICT Model has a promoting effect on students＇ critical thinking, so that the positive impact on critical thinking education is proved. Besides, the stage of teacher guidame,which is an important stage,sets a demonstratie example for the stages of learning partner guidance and self-guidane.

关 键 词：提问交互模型(QICT模型) 批判性思维 批判性思维教学 异步在线交流 

分 类 号：G434[文化科学—教育学]