Research On The Development Mechanism Of Higher-Order Thinking In Chinese Subject Of Senior High School In The Technology-Enriched Classroom Environment

Higher-order thinking is the core of the comprehensive quality of innovative talents.Today,as China vigorously carries out the digital transformation of education,how to effectively develop learners’ higher-order thinking in a technology-enriched classroom environment has become an important topic in the field of educational technology research,and is of great significance to the cultivation of innovative talents and the promotion of national innovation capabilities.This research focuses on the purpose of digital education transformation,the new curriculum concept,and the practical issues of classroom reform.With the Chinese subject classroom of senior high school as the object,and in the condition of a technology-enriched classroom environment,it focuses on how to effectively develop higher-order thinking in Chinese subject,and how to develop training strategies.This research attempts to explore the role of technology-enriched classroom environment in the development of higher-order thinking in Chinese subject,and form a mechanism for the coordinated operation and development of higher-order thinking in Chinese subject,providing theoretical guidance and methodological reference for classroom teaching practice.On the basis of fully summarizing relevant research results,the research is guided by the theory of thinking structure and development,social space theory,"Uses and Gratifications" theory,and constructivism learning theory,and comprehensively uses Grounded Theory,survey research methods,and action research to closely focus on the internal mechanism of the development of higher-order thinking in Chinese subject of senior high school,the role of technology-enriched classroom environment in its development,and how to develop strategies to promote its development.Firstly,on the basis of analyzing the characteristics of higher-order thinking in Chinese subject education of senior high school,the elements of higher-order thinking in Chinese subject of senior high school are extracted based on literature,the explicit features of the elements are extracted from Chinese subject learning activities by using Grounded Theory,the relationship between the elements is analyzed,the development process of higher-order thinking in Chinese subject of senior high school is represented,the structure of higher-order thinking in Chinese subject of senior high school is established,and the essence of its development is revealed.Then,through theoretical analysis,the understanding of the structure and function of technology-enriched classroom environment is formed.Through qualitative analysis of classroom observation and interview data,the key elements and characteristics of technology-enriched classroom environment are extracted.The theoretical model of the key elements supporting the development of higher-order thinking in Chinese subject is established.Finally,based on the model that the technology-enriched classroom environment supports the development of higher-order thinking in Chinese subject,the paper carries out action research,constantly reflects and improves,summarizes the methods and experiences,and proposes the strategies to promote the development of higher-order thinking in Chinese subject of senior high school.The main results and conclusions of the research are as follows:1.The structure and development characteristics of higher-order thinking in Chinese subject of senior high school are characterizedBased on the holistic development view of thinking from the perspective of system theory,this research characterizes the structure and development characteristics of higher-order thinking in Chinese subject from three aspects: structural elements and their interaction,dynamic development process of structure,and external performance of development,and reveals the internal mechanism of its development.Firstly,the structure model of higher-order thinking in Chinese subject which is composed of intelligence and non-intelligence elements and developed dynamically is established.Critical thinking ability and creative thinking ability are the core intellectual elements that directly affect the development of higher-order thinking in Chinese subject.Self regulated learning,self-efficacy of Chinese subject learning and peer emotional support are non-intellectual elements that play the role of supervision,regulation,stimulation and promotion.Each element interacts with each other and develops in coordination.Secondly,it reveals that the essence of the development of higher-order thinking in Chinese subject is the process of dynamic change and continuous improvement of the structure of higher-order thinking in Chinese subject,which occur and develop in the process of Chinese subject thinking activities,such as perception and discovery,construction and creation,expression and sharing,transfer and application,monitoring and adjustment.Finally,it describes the explicit characteristics of the elements of higher-order thinking in the behavior,emotion,attitude,character and so on,which is the basis for identifying and evaluating the development of higher-order thinking in Chinese subject learning activities.2.A path model for the technology-enriched classroom environment to support the development of higher-order thinking in Chinese subject of senior high school is constructedThe connotation of "technology enrichment" is interpreted from the perspective of "enriched".Based on the theory of social space and the theory of "Uses and Gratifications",the theoretical framework of technology-enriched classroom environment composed of physical space,activity space and mental space is first established,and the relationship between intellectualization and reconstruction,demand and adoption,influence and generation of three-dimensional space is expounded.As well as the characteristics of rich materialization technology,rich intellectualization technology and rich emotional experience,and the potential to support the development of higher-order thinking.Then,combined with the development mechanism of higher-order thinking in Chinese subject of senior high school,this research establishes and verifies the model of three-dimensional space supporting the development of higher-order thinking in Chinese subject of senior high school,and explores the relationship and path between three-dimensional space elements and higher-order thinking elements in Chinese subject.In the end,it explains the direct promoting effect of activity space and mental space elements,and the indirect regulating and optimizing effect of physical space elements,and points out that activity space is the most critical space,which determines whether physical space elements can effectively play their potential,and also affects the pattern and characteristics of mental space elements.Three-dimensional space construction technology-enriched classroom environment system and collaboratively supports the development of higher-order thinking in Chinese subject.3.The strategies to effectively develop higher-order thinking in Chinese subject of senior high school in the technology-enriched classroom environment are put forwardBased on the internal mechanism of the development of higher-order thinking in Chinese subject of senior high school and the path model that the technology-enriched classroom environment supports its development,and on the practical basis of the experience of action research,the strategies and methods to promote the development of higher-order thinking in Chinese subject of senior high school are put forward from three aspects: the creation of technology-enriched classroom environment,reverse classroom teaching design,and the integration of the cultivation and evaluation of higher-order thinking in Chinese subject.To sum up,through the revelation of the internal mechanism of the development of higher-order thinking in Chinese subject of senior high school,the establishment of its development path supported by technology-enriched classroom environment,and the suggestion of promoting its effective development strategies,this research establishes the functional relationship and coordinated operation mode among the structure system of higher-order thinking in Chinese subject of senior high school,the technology-enriched classroom environment system,and the cultivation and development strategy system.Thus,an operating mechanism for the development of higher-order thinking in Chinese subject of senior high school is formed,which is effectively promoted by the overall development of intelligence and non-intelligence elements,the three-dimensional collaborative support of technology-enriched classroom environment,classroom environment creation strategies,instructional design strategies,and the integration of cultivation and evaluation strategies.In order to promote the effective training and development of higher order thinking in teaching practice,and help the implementation of the training strategy of innovative talents.