【作 者】：
柳晨晨， 于 澎， 侯洁蕊， 王佑镁
【关 键 词 】：
在线学习； 互动讨论模式； 批判性思维
【栏 目】：
网络教育
【中文摘要】：
互动讨论作为在线学习的重要组成部分，普遍被用于培养学生批判性思维，然而尚未有文献研究在线学习中互动讨论模式与批判性思维之间的关系。文章采用定量内容分析和滞后序列分析，对在线互动讨论中1411条消息进行话语分析，探究在线学习中教师角色变化对学生互动讨论模式和批判性思维的影响，并挖掘互动讨论模式与批判性思维的隐含关系。结果发现：教师辅助的在线互动讨论比教师主导时学生的互动讨论模式更丰富、讨论更深入，批判性思维水平更高。同时，文章提出基于四个阶段的在线互动讨论模式与批判性思维的关系模型，准确把握在线学习环境中的教师角色，为高效利用教师角色变化规律提高在线互动质量和批判性思维水平提供可行的理论借鉴和策略参考。
【英文摘要】：
As an important component of online learning, interactive discussion is generally used to develop students' critical thinking. However, there is no literature that examines the relationship between interactive discussion patterns and critical thinking in online learning. This paper uses quantitative content analysis and lagged sequence analysis to analyze the discourse of 1411 messages in online interactive discussion to explore the influence of the changing role of the teacher on students' interactive discussion patterns and critical thinking, and analyze the implicit relationship between interactive discussion patterns and critical thinking. The results show that compared with the teacher-dominated online interactive discussions, the teacher-assisted online interactive discussions are richer and deeper, and the level of students' critical thinking is higher. Meanwhile, this paper also proposes a four-stage model of the relationship between online interaction discussion patterns and critical thinking, which can be used to accurately grasp the role of the teacher in online learning environment, and provide feasible theoretical and strategic reference for improving the quality of online interaction and the level of critical thinking through the effective use of the teacher's changing role.