Research On The Design And Practice Of Shared Regulation Learning Activities For The Cultivation Of Critical Thinking

An individual with good critical thinking skills can efficiently acquire,analyze,evaluate and process information in the era of information society and knowledge society.In the field of educational research,the cultivation of critical thinking is also gradually receiving attention from educators,and it is worthwhile to pay attention to how to penetrate the cultivation of critical thinking into teaching practice and achieve the simultaneous development of students’ critical thinking and knowledge.Shared regulation learning is a method to stimulate students’ initiative and independent thinking,which can improve students’ learning autonomy and promote students’ active inquiry and understanding of knowledge.Shared regulation learning emphasizes students’ cooperation,communication and discussion of knowledge,encourages students to understand knowledge from multiple perspectives,enhances their understanding of knowledge,and better applies knowledge to solve practical problems,and has many advantages for developing critical thinking.Therefore,the purpose of this thesis is to investigate how to design shared regulation learning activities that promote the development of critical thinking,with a view to providing references for subsequent related researchers.Based on a large amount of relevant literature,the research on critical thinking development and shared regulation learning was reviewed and analyzed,and it was found that shared regulation learning has a positive effect on the development of critical thinking.Accordingly,this study uses action research,questionnaire survey,and content analysis methods to investigate the effects of the shared regulation learning activities designed in this study on learners’ critical thinking,using recent developmental zone theory,social constructivism theory,and social interdependence theory as guides.First,we analyze and determine the correlation between critical thinking and shared regulation learning characteristics by sorting out and analyzing them.We propose the design elements of shared regulation learning activities for critical thinking development,construct a framework for shared regulation learning activities and design the evaluation of learning activities.Conduct two rounds of learning activities using the action research method,and design specific learning activities based on the learning activity framework in conjunction with actual courses to test the effectiveness of the shared regulation learning activity framework and form a more complete framework.Finally,we collected data from students’ critical thinking pre and posttest questionnaires,learning activity interaction texts,collaboration record sheets and evaluation reflection sheets,and organized the collected data to analyze the experimental results.After the implementation of two rounds of activities,this study concluded that: 1.A framework of shared regulation learning activities geared toward critical thinking development can effectively promote critical thinking development among college students;2.Role assignment plays an important role in the development of critical thinking skills,by assigning roles and responsibilities in shared regulation learning activities,students can be promoted to take a more active and engaged approach to learning;3.Teacher feedback facilitates the development of critical thinking skills,helps students identify their strengths and weaknesses,and encourages self-reflection and self-awareness.This provides new ideas that can be drawn upon for critical thinking development and provides a practical case for developing learners’ critical thinking through shared regulation learning.