A Research On Online Classroom Conversation Strategies For Higher Order Thinking

Chinese higher education reform puts forward higher requirements for talent training,especially at the stage of postgraduate education,it is imperative to innovate educational teaching methods and cultivate learners’ higher order thinking.Online conversational teaching is a new exploration of teaching method based on the learning theory of social constructivism,it is expected to cultivate students’ ability of higher order thinking in conversation construction.The purpose of this study is to explore the correlation between the types of discourse behavior,the sequence of discourse behavior,the classroom triggers,the classroom feedback and the cultivation of students’ higher order thinking in online conversational classroom,and accordingly propose online classroom conversation strategies for the cultivation of higher order thinking.This study takes course A as the research object,and constructs a classroom discourse analysis framework based on the characteristics of the course and the existing research results,and uses this framework as a starting point to analyze and code the course corpus.The code is divided into five parts,the type of discourse behavior,the classroom trigger,the classroom feedback,the type of thinking,and the structure of thinking.This study adopts the lag sequence analysis method to explore the characteristics of classroom discourse,and then analyzes the correlation between different discourse behavior sequences,triggers,feedback and thinking.After analysis,the following conclusions are obtained.Firstly,the richness of classroom discourse behavior types is positively correlated with the frequency of higher-order thinking,and the amount of students’ classroom discourse is positively correlated with the frequency of higher-order thinking.Secondly,the diversity of the sequence of classroom discourse behaviors and the frequency of turn-taking are in direct proportion to the types of discourse behaviors that produce higher-order thinking.Thirdly,analytical questions,applied questions and evaluative questions can lead to higher order thinking,while memory questions and prompt questions can only lead to lower order thinking.Fourth,mixed-type feedback is used most frequently.Repetitive feedback and analytical feedback can stimulate the generation of higher level language thinking in the discussion.Based on the above research conclusions,online classroom conversation strategies for the cultivation of higher order thinking are formed.First,pre-class autonomous learning opens up new space for online classroom conversation strategies,which can be divided into three dimensions:(1)opening up a new path for classroom conversation time organization.(2)creating more diverse discourse behavior sequences.(3)improving students’ thinking on the basis of increasing the depth of classroom conversation.Secondly,let teachers’ language become the scaffolding for students’ thinking development,and teachers can give students broader thinking space in terms of triggering language and feedback language.