思维型教学:核心思想、特点及实施策略  

Thinking-Based Teaching:Core Ideas,Characteristics,and Implementation Strategies

作　　者：朱许强 沈自茹 ZHU Xu-qiang;SHEN Zi-ru(Faculty of Education,Ningxia Normal University;School of Educational Science,Ningxia Normal University)

机构地区：[1]宁夏师范大学教育学部 [2]宁夏师范大学教育科学学院,宁夏固原756099

出　　处：《教育理论与实践》2025年第10期52-57,共6页Theory and Practice of Education

基　　金：2023年宁夏重点研发计划项目“基于数字技术的东西部乡村教育协同提质研究”(项目编号:2023BEG03066)的阶段性研究成果。

摘　　要：思维型教学作为一种注重培养学生高阶思维能力的教学方法,因其遵循思维是人类智力与能力的核心、教学的核心是思维、学习的关键在思考的主张,成为当代中国基础教育领域课堂变革的新方向。思维型教学具有问题创设情境化、思维目标梯度化、思维过程可视化和思维培育高阶化的特点。在实施过程中,思维型教学需要基于学生兴趣和生活经验的动机激发,架设新旧知识经验冲突的桥梁,以循证导向促成知识生成与自主建构,强化目标与认知策略的反思监控,培育问题解决能力的思维发展评价等策略,达成培养学生高阶思维能力、提高教育教学质量的目的。As a teaching method that focuses on cultivating students’high-level thinking abilities,thinking-based teaching has become a new direction for teaching reform in contemporary Chinese basic education due to its adherence to the proposition that thinking is the core of human intelligence and ability,teaching is the center of thinking,and the key of learning is thinking.Thinking-based teaching has the characteristics of contextualized problem creation,graded thinking goals,visualized thinking processes,and advanced thinking cultivation.In the process of implementation,strategies are needed in stimulating students’interests and life motivations,building bridges between old and new knowledge that have conflicts,promoting knowledge generation and autonomous construction with evidence-based guidance,strengthening the reflection and monitoring of goals and cognitive strategies,cultivating problem-solving abilities in thinking development and evaluation.Through the above strategies,it is hoped to achieve the goal of cultivating students’high-level thinking abilities and improving the quality of education.

关 键 词：思维型教学 思维 学生 问题情境 思维目标 思维过程 高阶思维能力 

分 类 号：G420[文化科学—课程与教学论]