Research On The Influence Of Online Teaching Interaction On Learners’ Critical Thinking And Its Promotion Strategies

Critical thinking is not only an important training goal for higher education,but also a core thinking necessary for university students in the 21 st century.The demand of talent cultivation in the era of intelligence makes the application of technology to promote the development of critical thinking an inevitable trend in the field of critical thinking and a hot topic in the field of education technology.Online teaching,as a centralized embodiment of the deep integration of information technology and education teaching,is becoming an important way to cultivate talents in higher education.Online teaching interaction is the basic function and attribute of online teaching and learning process,and the base point of technology medium to help the development of thinking.Therefore,promoting learners’ critical thinking development through online teaching interaction in the field of education technology is of great value and significance for meeting the requirements of higher education teaching talent cultivation in the era of intelligence.Some studies have focused on the theme of online teaching interaction promoting critical thinking development,but they are not deep enough,and the online teaching interaction strategies that promote critical thinking development are fragmented and not systematic enough,mainly because the influence relationship between online teaching interactions and critical thinking is not clear.In addition,the evaluation of the effectiveness of online teaching interaction strategies in promoting critical thinking development is mostly based on outcome evaluation,and the process evaluation is mostly based on qualitative analysis and not objective.In response to the above problems,this study systematically explores the influence and promotion strategies of online teaching interaction and critical thinking from the following three aspects,including:1.Answering the question of "What are the pathways and impact effects of online teaching interaction on critical thinking?”To address the problem that the relationship between online teaching interaction and critical thinking is not clear,the study firstly constructs a critical thinking representation framework based on the two-dimensional structure model of critical thinking,which integrates critical thinking tendency and critical thinking skills;then,taking the core relationship and core characteristics of the basic elements of online teaching interaction as the logical starting point,theoretically based on activity theory,constructivism theory and embodied cognition theory,and taking the interaction process as the entry point and the interaction content as the grip of representation,the study constructs a four-dimensional online teaching interaction representation framework that includes constructive interaction-application interaction-transfer interaction-reflection interaction.The mediating role of learning approach in the influence relationship between online teaching interaction and critical thinking is scientifically demonstrated based on activity theory,meaningful learning theory and constructivist theory,and a theoretical model of the influence relationship between online teaching interaction and critical thinking is constructed,and the specific influence relationship and influence effects between online teaching interaction and critical thinking are quantitatively analyzed through structural equation modeling and a model of the influence relationship between online teaching interaction and critical thinking is finally constructed.The results found that:(1)In terms of influence relationships,the constructive and reflective interactions had significant direct influence relationships on both critical thinking dispositions and critical thinking skills,as well as significant indirect influence relationships on critical thinking dispositions and critical thinking skills through meaningful receptive approach and discovery learning approach;the application interaction does not directly influence critical thinking dispositions,but indirectly influences critical thinking dispositions through meaningful receptive learning approach and discovery learning approach,and the application interaction not only directly influences critical thinking skills,but also indirectly influences critical thinking skills through meaningful receptive learning approach and discovery learning approach.critical thinking skills,but also indirectly through meaningful receptive learning approach and discovery learning approach;the transfer interactions not only directly affect critical thinking dispositions,but also indirectly through meaningful receptive learning approach and discovery learning approach,and transfer interactions do not directly affect critical thinking skills,but indirectly through meaningful receptive learning approach and discovery learning approach critical thinking skills.(2)The total effect of constructive interaction on critical thinking dispositions took the first place,followed by reflective interaction,then transfer interaction,and finally application interaction;the total effect of reflective interaction on critical thinking skills took the first place,followed by constructive interaction,then application interaction,and finally transfer interaction.2.Answering the question of "What are the online teaching interaction strategies that promote critical thinking development?”To address the problem that online teaching interaction strategies for promoting critical thinking development are fragmented and not systematic enough,the research is based on the systematic design idea of top-down progressive improvement,and the design is based on the integration of critical thinking tendency and critical thinking skill development as the goal,a design framework for an online teaching interaction strategy that promotes critical thinking development is given,with the integration of critical thinking tendencies and skill development as the goal and the core features of the basic elements of online teaching interaction as the design principles,and a comprehensive coverage of constructive interaction-application interaction-transfer interaction-reflection interaction.On the basis of the above proposed design framework and process,we also meaningful learning theory,constructivist theory,embodied cognition theory,and Perry’s cognitive development model to design online teaching interaction strategies that promote critical thinking development from the teacher,learner,and online environment perspectives.Among them,the online teaching interaction strategies from the teacher’s perspective include comprehension-oriented online guided learning and questioning strategies,online homework evaluation strategies focusing on synchronous communication,effective failure-driven online testing strategies,and online critical reflection scaffolding strategies;the online teaching interaction strategies from the learner’s perspective include online peer co-guided learning strategies,online peer mutual evaluation and feedback strategies,and online peer co-reflection strategies;the online interaction strategies from the online environment perspective include embodied participation strategies.Online teaching interaction strategies from the perspective of online environment include embodied participation-oriented resource support strategies and construct reflection-oriented tool support strategies.3.Answering the question of "How to evaluate the effectiveness of online teaching interactive strategies for critical thinking development by combining process and outcome"In order to solve the problem that the evaluation of the effectiveness of online teaching interactive strategies for critical thinking development is mostly based on outcome evaluation,but the process evaluation is qualitative and not objective.The study took the four stages of critical thinking skills(analysis,evaluation,inference and self-regulation)as breadth and the thinking criteria(clarity,relevance,logic,profundity and flexibility)as depth,and followed the principles of easy access,good measurement,scientificity and rationality to construct a comprehensive breadth and depth of four The process evaluation framework of critical thinking skills,consisting of 4 primary dimensions and 14 secondary dimensions,was constructed,and the evaluation indexes were given weights by using hierarchical analysis to achieve quantitative evaluation of critical thinking skills from the process perspective.On this basis,the outcome evaluation(critical thinking disposition scale,critical thinking skills test paper,and learner interviews)was integrated to further develop an evaluation method for the effectiveness of online teaching and learning interactive strategies that promote the development of critical thinking that is both outcome and process-oriented.On the basis of answering the above three questions,the study adopted a quasiexperimental method to conduct online teaching practice activities based on Blue Ink Cloud,take "Modern Education Technology" courses as first experiment cases and "Multimedia Courseware Design and Development" courses as second experiment cases,the effectiveness of an online instructional interaction strategy to promote critical thinking development was validated based on outcome evaluations,process evaluations.The first experiment and second experiment demonstrate that online instructional interaction strategies are effective in promoting learners’ critical thinking development.The contributions of this study are mainly reflected in the following three aspects:First,on the basis of constructing a framework of online teaching interaction representation,it constructs a model of the influence relationship between online teaching interaction and critical thinking is constructed by combining theoretical and empirical research,and scientifically demonstrates the mediating role of learning styles in the influence relationship model,as well as the influence relationship and the strength and weakness of each element,which enriches the existing research results on online teaching interaction to promote critical thinking development.Second,online teaching interaction strategies to promote critical thinking development focusing on different learning styles are proposed and validated by quasi-experimental method,which not only provides a new reference for systematically designing online teaching interaction strategies to promote critical thinking development,but also enriches the research results on deciphering critical thinking development.Third,the research results of critical thinking development are presented.Third,a framework for the process evaluation of critical thinking skills that integrates breadth(skill composition)and depth(thinking criteria)is constructed,and a critical thinking skills evaluation method is developed,which provides a theoretical reference for critical thinking skills evaluation research.