| With the progress and development of the information society,under the background of knowledge-based economy,the demand for high-quality talents is increasing day by day.The national requirement for talent training is to cultivate talents with comprehensive abilities such as critical thinking ability,innovation ability and problem solving ability.Under the current social background,people’s learning style is changing.Flipped classroom brings about the change of traditional classroom structure,which brings an opportunity to change the learning style of graduate students.In our postgraduate study,we find that there are still many graduate students who seldom ask questions and do not think actively in the course,showing a lack of critical thinking ability.Based on this,three research questions are raised: What are the components and assessment tools of critical thinking ability? How to develop teaching strategies to improve graduate students’ critical thinking ability? How effective is the teaching strategy developed in this study to improve the critical thinking ability of graduate students?In this study,literature review was conducted on critical thinking ability,teaching strategies and flipped classroom at home and abroad by the method of literature research,so as to understand the research status of strategies related to the improvement of critical thinking ability,sort out the components of critical thinking ability,select assessment tools and adapt some of them.Based on constructivist learning theory,teaching design theory and multiple intelligence theory,the questioning and debate strategies to improve the critical thinking ability of graduate students were determined by combining theory and actual situation,and a unit-type flipped classroom teaching process oriented to improving thinking ability was formed.With the method of investigation and research,the author,as a teaching assistant,observed,tracked and recorded the learning situation of each unit of graduate students in the actual teaching of the tutor,summarized the data and problems generated in the process,and timely provided relevant data for the tutor to optimize the process of implementing teaching strategies.Through the collation and analysis of the collected data,the following conclusions are drawn: First,the questioning strategy promotes the postgraduates to raise high-quality questions.With the passage of time,there are more and more questions of higher level.Secondly,debate strategy can promote the transformation of students’ thinking process.With the development of debate activities,the process of thinking of graduate students gradually develops from the process of understanding to the process of analysis and evaluation,that is,to the process of higher order thinking.Thirdly,the teaching strategies determined in this study are helpful to improve the critical thinking ability of postgraduates to some extent.In the aspect of speculative personality tendency,the cognitive maturity of postgraduates is significantly different,and the other personality tendency is improved in different degrees.In terms of critical thinking skills,there are significant differences in the evaluation skills and the total score of critical thinking skills. |
