Research On PBL Teaching Design To Improve The Critical Thinking Tendency Of College Students

With the vigorous development of the Internet and information age,the status of critical thinking is increasing day by day.It is one of the effective teaching methods to promote the improvement of students’ critical thinking through the design of appropriate PBL teaching activities,which has certain theoretical value and may also provide teaching reference for fellow teachers.Based on the above,this study raises two research questions: 1.How to design specific problem-based teaching activities in undergraduate course teaching according to the existing model,so as to improve the critical thinking tendency of learners? 2.What design rules or principles can be developed from the design of specific problem-based teaching activities?The object of this study is 40 students from Class 1,Grade 3,majoring in Accounting,Provincial DF University.In the course of Accounting Professional Ethics in the second half of the autumn of 2022,critical thinking training and problem-oriented learning(PBL)are taken as the theoretical basis.The design-based research method is adopted to apply the designed PBL learning activities into teaching practice.After two rounds of iteration,the goal of improving reality is reached,and the following research conclusions are obtained: 1.PBL teaching activities designed in this study significantly improved the development of learners’ critical thinking tendency in accounting classes in colleges and universities(P<.001);The results of paired sample T-test for each dimension of critical thinking inclination showed significant differences(P<.001).In comparison with the mean values,the seven dimensions of truth seeking,inquisitiveness,analytical ability,open-mindedness,systematizability,self-confidence and cognitive maturity were all higher than the pre-measured values,indicating that PBL teaching activities designed in this study can effectively promote the development of students’ critical thinking tendency.2.The following teaching principles are summarized through the research process:(1)Theoretical knowledge is the basis for developing students’ critical thinking.In this study,the strategy of providing true or false options in the cognitive conflict strategy is used to decompose theoretical knowledge into multiple true or false options and use them in the theoretical class.After that,students can successfully apply basic knowledge to solve problems in the problem situation during discussion.Using true and false choice strategy can promote students’ mastery of theoretical knowledge and thus promote the development of critical thinking tendency.(2)In the second round of teaching activities,after 8 students in each group were changed to 5 students in each group,the previous feedback from students that they could not participate in the discussion due to the large group size no longer appeared.Therefore,this study believes that in PBL college classes,the group size of 5 people is conducive to students’ discussion and development of critical thinking tendency.(3)In view of the students’ leaping thinking and incomplete problem thinking in the discussion,in the second round of teaching activities,the "problem to be solved" was added to the group Cooperative Learning record Form.After students filled in the "problem to be solved",the students’ thinking became clearer and the problems were considered more comprehensively in the discussion.Therefore,this study believes that,In PBL college classroom,the application of learning support can promote the development of students’ critical thinking tendency.