促进高阶思维发展的师生互动:特征、模式与分析框架研究  

A Study of the Characteristics,Patterns,and Analytical Framework of Teacher-Student Interaction in Promoting the Higher-Order Thinking

作　　者：马勋雕 李泉 MA Xundiao;LI Quan(School of Teacher Education,Qujing Normal University,Qujing Yunnan 655011,China)

机构地区：[1]曲靖师范学院教师教育学院,云南曲靖655011

出　　处：《乐山师范学院学报》2025年第1期116-123,共8页Journal of Leshan Normal University

基　　金：云南省教育厅项目“面向高阶思维的智慧课堂师生互动模式研究”(2024J0944);云南省教育科学规划项目“数字化赋能云南地方高等教育高质量的现状、路径与长效机制研究”云南省高校科技创新团队;“云南省高校教育治理的理论与实践”(2019GXTD04)。

摘　　要：发展学生的高阶思维能够有效促进创新型人才的培养,这已经成为当前教育界的一种共识。而如何让课堂充分发挥学生高阶思维培养的主场作用,成为教育研究领域必须关注的问题。课堂教学的实质是师生的交往互动。从这一视角出发,系统分析了有效促进高阶思维发展的师生互动特征,提出了以高阶思维发展为价值取向的师生互动“双轨”模式,并从指导高阶思维课堂构建这一实践需要出发,构建对教学设计实践、评价有指导意义的分析框架。分析框架由3个维度和12个核心要素组成。3个维度包括:教师提问或布置学习任务、学生回答或完成学习任务和教师反馈与评价;12个核心要素包括:问题类型、问题结构、问题呈现、任务目标、任务类型、任务序列、思维品质、思维结构、思维能力、任务评价、支持反馈和问题反馈。Developing students'higher-order thinking can effectively promote the cultivation of innovative talents,which has become a consensus in education currently.The way to fully leverage the classroom as the main venue to develop students'higher-order thinking in classroom has become a crucial issue within educational research.The essence of classroom teaching is the interaction between teachers and students.From this theoretical perspective,a systematic analysis has been conducted on the characteristics of teacher-student interaction that effectively promote the development of higher-order thinking.A“dual track”model of teacher-student interaction with the value orientation of higher-order thinking development has been proposed.Starting from the practical need to guide the construction of higher-order thinking classrooms,an analytical framework with guiding significance for teaching design practice and evaluation has been constructed.This analytical framework consists of three dimensions and twelve core elements.The three dimensions include teachers questioning or assigning tasks,students answering or completing tasks,and teachers’feedback and evaluation.The twelve core elements include problem types,problem structures,problem presentation,task objectives,task types,task sequence,thinking quality,thinking structure,thinking ability,task evaluation,supportive feedback,and problem feedback.

关 键 词：高阶思维 师生互动 互动模式 互动分析框架 IRF 

分 类 号：G434[文化科学—教育学]