通过支架的同行反来发展批判性思维:对启发式设计的行动研究
1College of Education, Qufu Normal University, Rizhao, Shandong, China.
Frontiers in psychology
|February 16, 2026
概括
这项研究开发了一个启发式脚手架框架,以加强同行评估. 优化的框架改善了学生的批判性思维,特别是评估,推理和自我调节.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 学习科学 学习科学
背景情况:
- 同行评价对于批判性思维的发展至关重要.
- 有效性取决于结构化的指导.
- 一个启发式脚手架框架被设计为嵌入指导在整个同行评估过程.
研究的目的:
- 为同行评估设计和验证一个启发式架构框架.
- 评估框架对学生批判性思维能力的影响.
主要方法:
- 有两个代教学轮的行动研究.
- 对文本同行评价数据的认识网络分析.
- 对批判性思维元素及其同时出现的定量检查.
主要成果:
- 启发式脚手架激活了批判性思维元素,并培养了认知网络.
- 最初的脚手架显示了对评估的偏见,而不是解释/推理.
- 优化的支架增强了评估-推理-自我调节的认知链,促进了更高层次的思维.
结论:
- 启发式支架框架有效地提高了同行评估中的批判性思维.
- 该研究为教育工作者提供了一种可复制的工具和数据驱动的方法,以改善更高阶思维的教学设计.
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