| 何春梅.课堂参与、自我效能感与批判性思维：机制与路径[J].军事高等教育研究,2020,43(3):19-27，91 |
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| 课堂参与、自我效能感与批判性思维：机制与路径 |
| Class Engagement，Self-efficacy and Critical Thinking：Mechanisms and Paths |
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| DOI： |
| 中文关键词: 课堂参与 批判性思维 自我效能感 |
| Key Words:class engagement critical thinking self-efficacy |
| 基金项目:四川大学锦城学院外语数字化研究中心、高等教育出版社资助课题（JC19WYSZ02） |
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| 中文摘要: |
| 影响批判性思维的因素具有复杂性，即可能是多个变量交互作用的结果。从课堂参与角度出发，以某应用型院校239名学生为研究对象，采取分层抽样的方式展开问卷调查，通过相关分析及验证性因子分析探讨课堂参与对批判性思维的影响以及自我效能感的中介作用。结果显示：（1）课堂参与能显著正向预测学习者批判性思维和自我效能感；（2）自我效能感在课堂参与对批判性思维的效应中为完全中介。根据研究结果，对促进课堂参与提出三条建议：活动前遵循社会互动理论设计活动，活动中构建学习共同体，活动后开展过程性评价。三者共同致力于对课堂参与“量”和“质”的关照，最终促进自我效能感及思维的提升。 |
| Abstract: |
| The factors influencing critical thinking are complex，which may be the result of interaction of multiple variables. A survey was conducted in the light of class engagement. Subjects were 239 sophomores in an application-oriented college，who were selected by stratified sampling. Through correlation analysis and confirmatory factor analysis，the influence of class engagement on critical thinking and the mediating effect of self-efficacy were explored. Results show that：（1）Class engagement can positively predict learners’critical thinking and self-efficacy；（2）Self-efficacy is a complete intermediary in the effect of class engagement on critical thinking. According to the research results，three suggestions are proposed：before class，teachers need to follow the social interaction theory to design class activity；during class，teachers are advised to create learning community；after class，process evaluation is suggested to be conducted. They all jointly commit to the“quantity”and“quality”of class engagement so as to improve critical thinking and self-efficacy finally. |
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