对分课堂培育研究生批判性思维的内在机理与实践路径

The Intrinsic Mechanisms and Practical Approaches of Using the Flipped Classroom to Cultivate Graduate Students’ Critical Thinking

摘要: 研究生教育肩负着培养高层次创新人才的重要使命，批判性思维是创新能力形成的重要基础与前提。对分课堂以讲授、内化吸收和讨论为基本教学流程，将知识学习与思维训练有机融合，为研究生批判性思维培养提供了新的教学路径。从内在机理来看，对分课堂通过讲授引发认知冲突、内化吸收促进知识建构、讨论深化观点反思以及师生关系重塑增强主体意识，形成了促进研究生批判性思维发展的协同机制。然而，当前该模式在研究生教学中仍面临教师能力负荷、学生参与分层、学科规模适配、评价落地困难等现实挑战。为进一步释放其育人效能，应从课程目标设计、教学环节优化、学术环境营造、评价体系改革及数智技术赋能等方面协同发力，使批判性思维培养真正贯穿研究生课堂教学全过程，实现知识传授与思维发展的有机统一。

Abstract: Graduate education bears the important responsibility of cultivating high-level innovative talents, and critical thinking is an essential foundation and prerequisite for the development of innovation capabilities. The flipped classroom, with its basic teaching processes of lecturing, internalization, and discussion, organically integrates knowledge learning with thinking training, providing a new instructional path for cultivating critical thinking among graduate students. From the perspective of intrinsic mechanisms, the flipped classroom stimulates cognitive conflict through lecturing, promotes knowledge construction via internalization, deepens reflective thinking through discussion, and enhances students’ sense of agency by reshaping teacher-student relationships, thereby forming a collaborative mechanism that fosters the development of graduate students’ critical thinking. However, the current model still faces practical challenges in graduate teaching, such as teacher capacity overload, student participation stratification, discipline scale adaptation, and difficulties in implementing evaluations. To further unleash its educational effectiveness, efforts should be coordinated in aspects such as curriculum objective design, optimization of teaching processes, creation of an academic environment, reform of evaluation systems, and the empowerment of digital and intelligent technologies, ensuring that the cultivation of critical thinking runs throughout the entire graduate classroom process and achieves an organic integration of knowledge transmission and thinking development.