基于认知冲突的情景设置培养学生的批判性思维——以普通生物学实验课为例  

Developing Students’Critical Thinking Through Scenario Setting Based on Cognitive Conflict--Taking General biology Experimental courses as an example

作　　者：马楚卿 邱逸敏 苏诗博 田瑞娇 焦阳 王娟 MA Chuqing;QIU Yimin;SU Shibo;TIAN Ruijiao;JIAO Yang;WANG Juan(Second Clinical College of Hainan Medical University,Haikou 571199,China;School of Basic Medicine and Life Sciences of Hainan Medical University,Haikou 571199,China;Department of Biomedical Engineering,School of Engineering,Hong Kong Polytechnic University,Hongkong 999077,China)

机构地区：[1]海南医科大学第二临床学院,海南海口571199 [2]海南医科大学基础医学与生命科学学院,海南海口571199 [3]香港理工大学工程学院生物医学工程系,中国香港999077

出　　处：《工业微生物》2024年第5期116-118,共3页Industrial Microbiology

基　　金：海南省教育厅教学研究项目(Hnjg2023-73);海南医学院教学研究项目(HYYB202247);海南医学院大学生创新项目(X202311810001);海南省重点研发项目(ZDYF2022SHFZ080);海南省自然科学基金高层次人才项目(823RC494)。

摘　　要：文章主要探讨如何通过普通生物学实验课程培养学生的批判性思维。批判性思维是一种重要的思维能力,有助于学生更好地分析问题、评估证据,以及提出合理的解决方案。普通生物学实验课程可以通过设置课程内容激发学生的好奇心和探索欲,培养其观察能力、分析能力和推理能力。文章将通过具体教学案例,阐明如何将批判性思维自然融入课程,以及如何培养学生的质疑精神,包括引导学生提出科学问题、进行实验设计、分析实验数据、评估实验结果,以及鼓励学生进行团队合作和主动学习等。The article mainly explores how to cultivate students’critical thinking through general biology experimental courses.Critical thinking is an important thinking ability that can help students better analyze problems,evaluate evidence,and propose reasonable solutions.The general biology experimental courses can stimulate students’curiosity and exploration desire through the course content,and cultivates students’observation,analysis,and reasoning abilities.The article will explain how to naturally integrate critical thinking into the courses and cultivate students’questioning spirit through specific teaching cases,including guiding students to raise scientific questions,design experiments,analyze experimental data,and evaluate experimental results,and encouraging students to engage in team cooperation and active learning.

关 键 词：认知冲突 情景设置 批判性思维 

分 类 号：Q-4[生物学] G642[文化科学—高等教育学]