Design And Empirical Research Of MOOC Course Learning Activities For The Development Of Higher-order Thinking Ability

The "Internet plus" era has promoted the integration of information technology with education and teaching,which makes online learning become more and more important in ways of learning.As an effective supplement to traditional education,MOOCs provides more learning opportunities for learners,and also brings new opportunities and challenges for higher education.On the one hand,the massive promotion of MOOCs has improved the sharing of high-quality educational resources.At present,there are more than 12,500 MOOCs in China,and the participants have exceeded 200 million.On the other hand,with the in-depth application of MOOCs in teaching practice,problems such as insufficient learning engagement,lack of online interaction,and neglect of the development of students' higher-order thinking skills in the learning activity design gradually emerge,which brings about the quality confusion of MOOCs and affects the learning effect.Therefore,how to ensure and promote the development of higher-order thinking skills in MOOCs and improve the learning effect of MOOCs has become the focus of both teachers and researchers.In view of the practical problems which exist in the development of MOOCs at present,the research based on the theoretical guidance of activity theory,teachingthinking theory,higher-order learning theory and SOLO taxonomy theory,this paper proposes the design mode of learning activities of MOOCs for the development of higherorder thinking skills,and carries out empirical research.In order to improve the quality of MOOCs through learning activity design,promote the development of higher-order thinking skills of learners in MOOCs,and further promote the learners' deep learning.In terms of theoretical discussion,the research firstly summarizes current situation of higher-order thinking skills,systematically expounds the occurrence mechanism,development path,influencing factors and evaluation methods of higher-order thinking skills,and attempts to reveal the realization process of higher-order thinking skills.At the same time,it also systematically sorted out the concept connotation,research status and development trend of online learning activity design,and proposed the route of MOOCs learning activity design for the development of higher-order thinking skills.By deeply analyzing the activity characteristics of each key step and integrating them into the learning strategy of the development of higher-order thinking skills,a learning activity model of MOOCs oriented to the development of higher-order thinking skills ability was constructed.In practice exploration,the research based on the building of higher-order thinking skills development oriented MOOCs learning activity design patterns,to the MOOC curriculum of "Internet+" Instructional Design and Practice as the foundation,to the MOOC learners of "Internet+" Instructional Design and Practice as the research object,conduct the design,implementation and effect evaluation of learning activities of MOOC to test the suitability and effectiveness of learning activity design patterns.Through the teaching process of task analysis,cognitive conflict,knowledge construction,application transfer and evaluation reflection,learners' higher-order thinking skills ability can be developed.The research mainly uses the design-based research method to improve the model through three iterations in two complete teaching cycles.In order to verify the effectiveness of the activity model,the study analyzed and studied the overall higherorder thinking skills,the dimensions of higher-order thinking skills,the depth of higherorder thinking skills in the learning process of learners,the score of courses,and the results of individual cases and interviews of learners,and reached the research conclusion.The research has achieved the following results:On the one hand,the research puts forward five stages of activity design route:task analysis,cognitive conflict,knowledge construction,application transfer,evaluation reflection.On this basis,it designs and constructs the MOOCs high-order thinking activity design model.Through empirical research and data analysis,it is proved that the activity design mode has a better promotion effect on the development of higher-order thinking skills of MOOCs' learners.From the quantitative and qualitative data of the course and the analysis of academic performance,both the overall thinking depth of learners and the thinking levels of various elements of higher-order thinking skills and the scores of learners' project have been significantly improved.On the other hand,the evaluation of learning activities can effectively promote students' higher-order thinking ability.The quantitative analysis based on questionnaires and scales,qualitative analysis of online interactive content,quantitative evaluation of learning results,case analysis,and individualized learning effect interview and other methods play an important role in supporting the accurate measurement and cultivation of higher-level thinking ability of learners in MOOCs.