【作 者】：
曲茜茜，刘晓楠，解月光，武晓旋
【关 键 词 】：
高阶问题； 教案； 文本语料库； 循证； 特征识别； 策略优化
【栏 目】：
课程与教学
【中文摘要】：
思维的深度发展是创新型人才培养之路的应有之义。学源于思，思源于疑，开展高阶思维教学的课堂当以高阶问题为动力，以思维对话为载体。研究聚焦于课堂中的高阶问题，依循数据—证据—行动的循证实践与跃迁过程，基于一定的筛选标准与方法，历经样本筛选、问题提取、标注与存储等流程，从纵向追踪的5000余份教案文本中筛选出1055份教案文本及3042条高阶问题数据并建立文本语料库，采用质性分析方法通过开放性编码、主轴性编码、选择性编码等证据创制的实证分析过程，识别出包括目标、认知、内容与类型在内的高阶问题四维特征及其关系框架，并依据循证结果，提出高阶问题设计策略的优化方案，为提升教师高阶问题设计能力提供理论支持和实践指导。
【英文摘要】：
The in-depth development of thinking is an essential requirement for cultivating innovative talents. Learning stems from thinking and thinking originates from doubt. High-order thinking instruction in the classroom should be driven by higher-order questions and carried out through thinking dialogues. The study focuses on higher-order questions in the classroom, and follows the evidence-based practice and leapfrogging process of data-evidence-action. Based on certain screening criteria and methods, 1055 lesson plans and 3042 higher-order questions were screened out and a text corpus was built from more than 5000 longitudinally-tracked lesson plans, through processes including sample screening, question extraction, annotation, and storage.The study adopted qualitative analysis methods to identify the four-dimensional feature of higher-order questions and their relationship framework including goals, cognition, content and types through an empirical analysis process involving evidence creation such as open coding, axial coding and selective coding. According to the evidence-based results, an optimized plan for the design strategy of higher-order questions is proposed to provide theoretical support and practical guidance for improving teachers' ability to design higher-order questions.