STEM课程学习对初中生批判性思维倾向的影响初探

A Preliminary Study on the Impact of STEM Course Learning on the Critical Thinking Tendency of Junior High School Students

摘要: 本研究采用前、后测准实验研究法对接受了为期3个多月的STEM课程学习的杭州市保俶塔实验学校初一学生进行了批判性思维倾向测表(CTDI-CV)的前后测问卷调查，SPSS20.0统计软件进行独立样本和成对样本T检验分析。短期STEM课程学习能初步改善和提高初中生的批判性思维倾向，但总体水平尚未达到显著差异水平(P = 0.091 > 0.05)；STEM课程学习中的大胆思索、提出问题、做出决策等探究式学习方式，能使学生在批判性思维倾向中的“寻找真相”(P = 0.039 < 0.05)和“认知成熟度”(P = 0.032 < 0.05)两个分维度上均有显著提升。首次提出了学生批判性思维倾向的提高作为STEM课程学习效果的一个评价指标的可能性。研究结果对如何通过更好地实施STEM教学，促进学生批判性思维倾向的提升具有重要实践意义和参考价值。

Abstract: The pre- and post-measurement of the quasi-experimental method was applied to junior high school students in Baochu Pagoda Experimental School, Hangzhou. The students received STEM courses for more than 3 months. The modified Critical Thinking Deposition Inventory (CTDI-CV) was used to conduct questionnaires, and SPSS 20.0 statistical software was used for T-tests. Short-term study on STEM courses could improve and enhance the critical thinking tendency of junior high school students, but the difference was not yet statistically significant in general (P = 0.091 > 0.05). The inquiry-based learning methods of STEM courses such as thinking deeply, presenting questions and making decisions in STEM courses significantly improved the students’ scores in two dimen-sions of critical thinking: “seeking the truth” (P = 0.039 < 0.05) and “cognitive maturity” (P = 0.032 < 0.05). The possibility of using the improvement of student’s critical thinking tendency as an eval-uation index of the learning effect of STEM courses was proposed for the first time. The results have important practical significance and reference value for how to promote students’ critical thinking tendency through better implementation of STEM teaching.