| With the deepening of multi-polarization and economic globalization in the world,international competition has become increasingly fierce.Today,with the rapid development of new and advanced technologies,the competition for comprehensive national power in the world is mainly manifested in the competition for breakthroughs in important basic theories,disruptive technological inventions and high-precision scientific and technological innovations,the essence of which lies in the competition for the cultivation of innovative talents.Higher-order thinking(HOT),a core quality of thinking for innovative people,has received much attention in the talent development process.Information and Communication Technology(ICT)has now become an integral part of classroom teaching and learning,and it has become inevitable to promote HOT development through its involvement in classroom teaching.However,the current characterisation of HOT in science is unclear and research related to the impact of ICT on the development of S-HOT in the classroom setting is more limited to the macro level,lacking empirical research on the impact effects in the classroom setting and the proposed teaching strategies for technology integration.This study takes into account national and international development trends,and the specific requirements of the national policy context.A research of issues related to the development of S-HOT in a technology-enriched classroom setting,with the hope of contributing to the development of innovative talent and providing a reference for classroom teaching practice.This research is based on the real-life context of the classroom teaching environment and focuses on the real needs of students’ HOT development.Based on practical and literature research,the study adopts a highly integrated qualitative and quantitative research strategy and integrates various research methods such as bibliometric research method,questionnaire survey method and Structural Equation Modelling(SEM)method,in order to explore the influencing factors and classroom teaching strategies that promote S-HOT.First,by summarising the characteristics of HOT in science education,extracting the elements of S-HOT,verifying the relationships between the elements,and characterising the structural model of S-HOT;Secondly,based on the understanding of the classroom environment,a theoretical framework of the technology-enriched classroom environment is developed with a view to "Technology-Enabling" perspective,and based on this,the theoretical framework of the technology-enriched classroom environment is established.This is used to identify the factors that influence the development of S-HOT in the technology-rich classroom environment.Finally,the influencing factors are designed into the teaching practice,using a combination of control variables and analysis of variance,to propose an instructional design for the technology-enriched classroom environment to facilitate the development of S-HOT.This study focuses on four specific areas:1.Characterise the structure of students’ S-HOTFirst,based on the characteristics of HOT,the structure of S-HOT was initially judged by combining the specific requirements of science learning activities and core competences in science education.Then,based on this,a questionnaire was designed and administered to 1153 students in 15 junior high schools across China,and five elements constituting S-HOT were extracted through factor analysis,namely creative thinking,critical thinking,metacognition,scientific self-efficacy and scientific reasoning,and based on the relationships between the elements,a hypothetical model of the structure of S-HOT was proposed,and s SEM was used to verify the S-HOT element relationships,revise the hypothesis model,and characterize the structural model of S-HOT.Finally,the mechanisms of S-HOT performance and operation are described,including regulatory development,endogenous development and process development.2.Formulate a basic awareness of the construction of a technology-enriched classroom environmentFirstly,the classroom environment is explained in terms of its concept,composition,function and development to develop an initial understanding of the classroom environment.This is followed by an explanation of what is meant by a technology-enriched classroom environment through the lens of use and satisfaction theory and ’richness’,which provides a definition of the concept of a technology-enriched classroom environment in this study.Afterwards,the relationship between thinking,technology and environment is revealed from the perspective of ’technology enablement’,and the principles of constructing a technology-enriched classroom environment are proposed based on the value of promoting HOT development and following the design concept of ’enablement’.Finally,using documentary analysis and inductive methods,we collect the elements of the classroom environment,classify them according to the physical and social layers,and analyse them separately to obtain the relationship between the physical layer and the social layer,i.e.the use and design of technology(physical layer)in teaching and learning(social layer)can influence the development of HOT,and based on this,we develop the theoretical principles for the construction of a technology-enriched classroom environment.3.Constructing a model of factors influencing the development of S-HOT in a technology-enriched classroom environmentBased on the above results,a hypothetical model of the influencing factors of technology-enriched classroom environment on the development of S-HOT was proposed,and based on this,a questionnaire was designed and administered to 675 students and 124 teachers in 11 junior high schools in six cities across China.The questionnaire data were analysed using the Hierarchical Linear Models(HLM),method to verify the relationships between the measures,and the hypothetical model was revised to determine the technology enriched classroom environment to promote the development of S-HOT.The results show that different elements contribute differently to the development of S-HOT,with context creation that incorporates resources having a positive and significant impact on the development of creative thinking,critical thinking and scientific reasoning;collaborative technology-based problem design having a positive and significant impact on the development of critical thinking;technology-supported inquiry learning having a positive and significant impact on the overall development of S-HOT;and digital resources supporting assessment design having a positive and significant impact on the development of metacognition and The design of digital resources to support assessment had a positive and significant impact on the development of metacognition and scientific self-efficacy.4.An empirical study of the impact of technology-enriched classroom environments on the development of S-HOT and the strategies for instructional designIn the empirical study,students’ S-HOT levels were measured first,and experimental and control classes were selected through the use of difference analysis and classroom observation methods.After each experiment,students were tested on the application of S-HOT and teaching strategies were adjusted according to the results of the test.After three experiments,students’ S-HOT levels were post-tested and the data from the pre-test and post-test were analysed using analysis of variance to further reveal the impact of the technology-enriched classroom environment on the development of S-HOT.Based on the findings of the experiments and the model of factors influencing the development of S-HOT in technology-enriched classroom environments,instructional design strategies that effectively promote the development of S-HOT are proposed,including anchor-based instructional strategies with deep technology involvement,autonomous inquiry-based instructional strategies with technology support,digital resources integrated into problem chain design strategies,and technology-coordinated regulation-first instructional strategies.In summary,this study looks at the historical development of the classroom environment and focuses on classroom reform in the context of S-HOT development and the information technology era,following the strategic layout of science and technology innovation talents and mapping out the developmental structure of S-HOT.The study also aims to establish a model of the factors influencing the technology-enriched classroom environment to promote S-HOT,with a view to realising classroom reform and promoting the development of innovative talents. |
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