新江大学博士学位论文 Abstract online visual argumentation teaching with personal self-selected topics and sides,and the effects are tested by analyzing students'argumentation content,reflection content, and semi-structured interview content.The three specific studies include: (1)In study one,76 second-year undergraduates participanted in the course Introduction to the Basic Principles of Marxism.The first five weeks(15 class hours) of the semester,was lectured by the teacher.For the week of6 to 14(27 class hours). teacher-designated topics and sides online and offline simultaneous argumentative teaching were added to the lecture.Students submit group reflections and conduct semi- structured interviews after class in the last week.The seven steps are as follows:in the stage of teacher lecture.teachers explain professional knowledge and argumentation knowledge to students,and students listen or take notes;In the stage of topic creation. when multiple topics are raised online,the teacher proposes one onine and reviews the topics raised by the students,in the topic and side selection stage,the teacher decides a topic online based on the review results.After the topic is determined,all groups are selected offline according to the group number.The teacher assigns positive and negative sides;In the argument preparation stage,each team member prepares the argument together online;In the argument construction phase,the two groups conduct face-to-face oral argument offline,and the rest of the groups conduct the argument synchronously by posting online,and the argument was completed within the classroom time:In the display feedback stage,the teacher orally commented on the content of the studentsface-to-face argumentation,and the online demonstrators voted for the offine demonstrators online,In the teaching effect evaluation stage,students'argumentatation content,reflection content and semi-structured interview content was evaluated for the critical thinking skills,argumentation skills,level of professional knowledge,and students'attitudes toward argumentative teaching. (2)In study two,42 second-year undergraduates participanted in the course of Learning Science and Technology.The first two weeks(8 class hours)of the semester, was lectured by the teacher.For the week of 3 to 7(20 class hours),online visual argumentation teaching with group self-selected topics and sides were added to the lecture.Students submit personal reflections and conduct semi-structured interviews after class in the final week.The seven steps are as follows:in the stage of teacher lecture,the teacher explains the professional knowledge and the knowledge of the argument to the students,and the students listen to the lecture or take notes:In the topic (C)1994-023 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net
浙江大学博士学位论文 Abstract VII online visual argumentation teaching with personal self-selected topics and sides, and the effects are tested by analyzing students' argumentation content, reflection content, and semi-structured interview content. The three specific studies include: （1）In study one, 76 second-year undergraduates participanted in the course Introduction to the Basic Principles of Marxism. The first five weeks (15 class hours) of the semester, was lectured by the teacher. For the week of 6 to 14 (27 class hours), teacher-designated topics and sides online and offline simultaneous argumentative teaching were added to the lecture. Students submit group reflections and conduct semistructured interviews after class in the last week. The seven steps are as follows: in the stage of teacher lecture, teachers explain professional knowledge and argumentation knowledge to students, and students listen or take notes; In the stage of topic creation, when multiple topics are raised online, the teacher proposes one online and reviews the topics raised by the students; in the topic and side selection stage, the teacher decides a topic online based on the review results. After the topic is determined, all groups are selected offline according to the group number. The teacher assigns positive and negative sides; In the argument preparation stage, each team member prepares the argument together online; In the argument construction phase, the two groups conduct face-to-face oral argument offline, and the rest of the groups conduct the argument synchronously by posting online, and the argument was completed within the classroom time; In the display feedback stage, the teacher orally commented on the content of the students' face-to-face argumentation, and the online demonstrators voted for the offline demonstrators online; In the teaching effect evaluation stage, students' argumentatation content, reflection content and semi-structured interview content was evaluated for the critical thinking skills, argumentation skills, level of professional knowledge, and students' attitudes toward argumentative teaching. (2) In study two, 42 second-year undergraduates participanted in the course of Learning Science and Technology. The first two weeks (8 class hours) of the semester, was lectured by the teacher. For the week of 3 to 7 (20 class hours), online visual argumentation teaching with group self-selected topics and sides were added to the lecture. Students submit personal reflections and conduct semi-structured interviews after class in the final week. The seven steps are as follows: in the stage of teacher lecture, the teacher explains the professional knowledge and the knowledge of the argument to the students, and the students listen to the lecture or take notes; In the topic
新江大学博士学位论文 Abstract creation stage,the students raised online;In the stage of topic and side selection,each group selects one of the three topics after discussion.After the topic is determined,each group online negotiation allows the group to choose a positive or negative side:In the argument preparation stage,the positive and negative sides jointly prepare the argument online:In the argument construction stage,each group of positive and negative sides conducts a visual argument by jointly drawing an argument diagram online Extracurriculars are carried out in an asynchronous manner,and during the demonstration stage,each side knows the team members of the other,but does not know who is arguing with them.In the in the display feedback stage,the teacher comment and feedback on students'presentations:In the teaching effect evaluation stage,through the analysis of students'argumentation content,reflection content and semi-structured interview content,students critical thinking skills,argumentation skills,professional knowledge level and attitude to teaching was evaluated. (3)In study three,17 second-year undergraduates participanted in the course of Learning Science and Technology.The first week(4 class hours)of the semester was lectured by the teacher.For the week of 2 to 7(24 class hours).online visual argumentation teaching with personal self-selected topics and sides were added to the lecture.Students submit personal reflections and conduct semi-structured interviews after class in the final week.The seven steps are as follows:in the teacher lecture stage the teacher explains the professional knowledge and the knowledge of the argument to the students,and the students listen to the lecture or take notes:In the topic creation stage,articles that can generate multiple topics are provided on the website.The group selects an article,and each group of members proposes multiple topics online around the content ofthe article:In the topic and station selection stage.students select multiple topics online,and then choose pros and cons;In the argument preparation stage. students with the same topic and the same side were selected to prepare the argument online,In the argument construction stage,each group of pros and cons made a visual argument by drawing an argument diagram onine,and the argument was done outside the classroom.It is carried out in an asynchronous way,and the demonstration process is anonymous,In the demonstration and feedback stage,students display the demonstration content in the demonstration diagram offline,and teachers and students make comments and feedback on the demonstration offline,In the teaching effect evaluation stage,through the analysis of students'argumentation content,reflection (C)1994-2 China Academie Joumal Electronie Publishing House.All rights reserved.http://www.enki.net
浙江大学博士学位论文 Abstract VIII creation stage, the students raised online; In the stage of topic and side selection, each group selects one of the three topics after discussion. After the topic is determined, each group online negotiation allows the group to choose a positive or negative side; In the argument preparation stage, the positive and negative sides jointly prepare the argument online; In the argument construction stage, each group of positive and negative sides conducts a visual argument by jointly drawing an argument diagram online. Extracurriculars are carried out in an asynchronous manner, and during the demonstration stage, each side knows the team members of the other, but does not know who is arguing with them. In the in the display feedback stage, the teacher comment and feedback on students' presentations; In the teaching effect evaluation stage, through the analysis of students' argumentation content, reflection content and semi-structured interview content, students' critical thinking skills, argumentation skills, professional knowledge level and attitude to teaching was evaluated. (3) In study three, 17 second-year undergraduates participanted in the course of Learning Science and Technology. The first week (4 class hours) of the semester was lectured by the teacher. For the week of 2 to 7 (24 class hours), online visual argumentation teaching with personal self-selected topics and sides were added to the lecture. Students submit personal reflections and conduct semi-structured interviews after class in the final week. The seven steps are as follows: in the teacher lecture stage, the teacher explains the professional knowledge and the knowledge of the argument to the students, and the students listen to the lecture or take notes; In the topic creation stage, articles that can generate multiple topics are provided on the website. The group selects an article, and each group of members proposes multiple topics online around the content of the article; In the topic and station selection stage, students select multiple topics online, and then choose pros and cons; In the argument preparation stage, students with the same topic and the same side were selected to prepare the argument online; In the argument construction stage, each group of pros and cons made a visual argument by drawing an argument diagram online, and the argument was done outside the classroom. It is carried out in an asynchronous way, and the demonstration process is anonymous; In the demonstration and feedback stage, students display the demonstration content in the demonstration diagram offline, and teachers and students make comments and feedback on the demonstration offline; In the teaching effect evaluation stage, through the analysis of students' argumentation content, reflection
新江大学博士学位论文 Abstract content and semi-structured interview content,students'critical thinking skills, argumentation skills,professional knowledge level and attitude to teaching was evaluated. The conclusions of this study mainly include: (1)Online and offline simultaneous argumentation teaching with teacher-specified topics and pros and cons could improve students'critical thinking skills.More speeches by offine arguers do not necessarily mean their higher level of critical thinking skills The online argumentators spoke less frequently,they only expressed their own ideas. and did not interact with other students to support or rebut.The students'argumentation skills are both improved and lowered,and the students'professional knowledge level is improved. (2)Online visual argumentation teaching with group self-selected topics and pros and cons could improve students'critical thinking skills,and there is no correlation between the number of students participating in argumentation and their critical thinking skills.In the process of argumentation,the behavior that students often occured was from understanding to understanding.that is,students often cite cases to support or refute others.Students'argumentation skills and professional knowledge level are improved. (3)Online visual argumentative teaching with personal self-selected topics and pros and cons could improve students'critical thinking skills.The more speeches students made,the higher level of their critical thinking skills.In the process of argumentation,the behavior that students often occured was from identification to understanding,that is,students are usually able to identify the problems existing in the content of other people's speeches,and then supported or refuted others based on the content of the literature.At the same time,students also appeared creative behaviors, that is,students generated innovative ideas in the process of argumentation.Students argumentation skills and professional knowledge level are improved Finally,the study summarizes the design points of argumentation teaching in college classrooms under the blended learning environment,and then proposed design and implementation suggestions for three forms ofargumentation teaching from the six stages of teacher lecture,topic creation,topic and side selection,argument preparation, argument construction,presentation feedback,which provided certain reference and operational guidance for college teachers to better use the blended learning environment (C)1994-023 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net
浙江大学博士学位论文 Abstract IX content and semi-structured interview content, students' critical thinking skills, argumentation skills, professional knowledge level and attitude to teaching was evaluated. The conclusions of this study mainly include: (1) Online and offline simultaneous argumentation teaching with teacher-specified topics and pros and cons could improve students’ critical thinking skills. More speeches by offline arguers do not necessarily mean their higher level of critical thinking skills. The online argumentators spoke less frequently, they only expressed their own ideas, and did not interact with other students to support or rebut. The students' argumentation skills are both improved and lowered, and the students' professional knowledge level is improved. (2) Online visual argumentation teaching with group self-selected topics and pros and cons could improve students’ critical thinking skills, and there is no correlation between the number of students participating in argumentation and their critical thinking skills. In the process of argumentation, the behavior that students often occured was from understanding to understanding, that is, students often cite cases to support or refute others. Students' argumentation skills and professional knowledge level are improved. (3) Online visual argumentative teaching with personal self-selected topics and pros and cons could improve students’ critical thinking skills. The more speeches students made, the higher level of their critical thinking skills. In the process of argumentation, the behavior that students often occured was from identification to understanding, that is, students are usually able to identify the problems existing in the content of other people’s speeches, and then supported or refuted others based on the content of the literature. At the same time, students also appeared creative behaviors, that is, students generated innovative ideas in the process of argumentation. Students' argumentation skills and professional knowledge level are improved. Finally, the study summarizes the design points of argumentation teaching in college classrooms under the blended learning environment, and then proposed design and implementation suggestions for three forms of argumentation teaching from the six stages of teacher lecture, topic creation, topic and side selection, argument preparation, argument construction, presentation feedback, which provided certain reference and operational guidance for college teachers to better use the blended learning environment
新江大学博士学位论文 Abstract to design and implement argumentation teaching activities. The innovation points of the research mainly include the following two aspects: (1)On the theoretical level,based on ICAP framework,Toulmin's argumentation model, critical discussion model,argumentation teaching method,and three-node argumentation learning framework.the "college classroom argumentation teaching framework in a blended learning environment"was constructed,and the argumentation in a blended learning environment is explained from a systematic perspective.It provides a theoretical reference for others to carry out follow-up related research:(2) On the practical level,three different forms of argumentation teaching were designed and tested in the blended learning environment of colleges and universities,which provided practical case references and specific suggestions for optimizing the design and implementation of relevant strategies for college teachers to carry out argumentation teaching in the blended learning environment. Keywords:Blended learning environment;Argumentation;Argumentation teaching:Critical thinking skills (C)1994-2023 China Academie Joumal Electronie Publishing House.All rights reserved.http://www.enki.net
浙江大学博士学位论文 Abstract X to design and implement argumentation teaching activities. The innovation points of the research mainly include the following two aspects: (1) On the theoretical level, based on ICAP framework, Toulmin’s argumentation model, critical discussion model, argumentation teaching method, and three-node argumentation learning framework, the “college classroom argumentation teaching framework in a blended learning environment” was constructed, and the argumentation in a blended learning environment is explained from a systematic perspective. It provides a theoretical reference for others to carry out follow-up related research; (2) On the practical level, three different forms of argumentation teaching were designed and tested in the blended learning environment of colleges and universities, which provided practical case references and specific suggestions for optimizing the design and implementation of relevant strategies for college teachers to carry out argumentation teaching in the blended learning environment. Keywords: Blended learning environment; Argumentation; Argumentation teaching; Critical thinking skills
新江大学博士学位论文 目次 目次 致谢.1 摘要. Abstract.VI 表次.XW们 图次.XX 1绪论.1 1.1研究背景.1 11.1高校开展论证式教学的必要性.1 1.1.2高校传统论证式教学存在的问间题. .3 1.1.3技术支持下高校论证式教学的优势.4 1.2研究目的与问题.6 1.3研究意义.7 1.3.1理论意义.7 1.3.2实践意义.8 1.4研究方法.8 1.4.1内容分析法.8 1.42访谈法.8 15核心概念界定.9 1.5.1混合学习环境.9 1.5.2论证. .9 1.5.3论证式教学.10 1.5.4可视化论证.10 1.5.5批判性思维技能.11 1.6研究思路.山 1.7本章小结.13 2文献综述14 2.1论证式教学的学科基础与典型策略.14 女 (C)1994-023 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net
浙江大学博士学位论文 目次 XI 目次 致谢.I 摘要.II Abstract.VI 目次.XI 表次.XVI 图次.XIX 1 绪论 .1 1.1 研究背景 .1 1.1.1 高校开展论证式教学的必要性.1 1.1.2 高校传统论证式教学存在的问题.3 1.1.3 技术支持下高校论证式教学的优势.4 1.2 研究目的与问题 .6 1.3 研究意义 .7 1.3.1 理论意义.7 1.3.2 实践意义.8 1.4 研究方法 .8 1.4.1 内容分析法.8 1.4.2 访谈法.8 1.5 核心概念界定 .9 1.5.1 混合学习环境.9 1.5.2 论证.9 1.5.3 论证式教学.10 1.5.4 可视化论证.10 1.5.5 批判性思维技能.11 1.6 研究思路 .11 1.7 本章小结 .13 2 文献综述 .14 2.1 论证式教学的学科基础与典型策略 .14