探究社区理论框架下高职教师培养学生高阶思维的策略研究  

A Study on Strategies for Vocational College Teachers to Cultivate Students'Higher-Order Thinking Based on the Community of Inquiry Framework

作　　者：朱婉莹 毛文祺[1] ZHU Wanying;MAO Wenqi(Hunan Vocational College of Technology,Changsha 410081,China)

机构地区：[1]湖南科技职业学院,湖南长沙410081

出　　处：《工业技术与职业教育》2025年第1期71-75,共5页Industrial Technology and Vocational Education

基　　金：2023年度湖南省教育厅科学研究项目“基于自我更新取向的高职教师关键能力培育路径研究”(项目编号:23C0691),主持人朱婉莹;2025年度湖南省社会科学成果评审委员会课题“基于教学临场感的在线培训高职教师数字素养的策略研究”(项目编号:XSP25YBC115),主持人朱婉莹。

摘　　要：探究社区理论框架通过认知存在、教学存在和社会存在三大要素,系统支持并促进学生的高阶思维能力发展。该框架与职业教育中的高阶思维培养能够有机融合:认知存在感是学生高阶思维发展的内在引擎;教学存在感是学生高阶思维培养的外部催化剂;社会存在感是学生高阶思维成长的协同场域。高职教师在培养学生高阶思维时应注意:激发认知存在感,创新教学策略促进知识建构与反思;提升教学存在感,优化教学设计与管理;构建积极的社会存在感,增强学生的归属感与互动。The Community of Inquiry(CoI)framework,through its three core elements—cognitive presence,teaching presence,and social presence—systematically supports and promotes the development of students'higher-order thinking skills.Integrating this framework with the cultivation of higher-order thinking in vocational education:cognitive presence acts as the internal engine driving the development of students'higher-order thinking;teaching presence serves as the external catalyst for fostering higher-order thinking;social presence provides the collaborative environment for the growth of higher-order thinking.Vocational college teachers,when cultivating students'higher-order thinking,should focus on the following:stimulating cognitive presence by innovating teaching strategies to promote knowledge construction and reflection;enhancing teaching presence by optimizing instructional design and management;and building a positive social presence to strengthen students'sense of belonging and interaction.

关 键 词：探究社区理论框架 高阶思维 高职教师 培养策略 

分 类 号：G710[文化科学—职业技术教育学]