思维能力已成为核心素养的重要组成部分,旨在促进学生思维能力发展的思维发展型课堂正受到越来越多的关注.然而,中小学教师对思维发展型课堂的内涵、目标及要素并不明晰,在设计思维发展型课堂时也缺乏有效的理论指导.该文旨在综合已有研究和笔者多年实践经验的基础上,对思维发展型课堂进行理论建构.该文认为,思维发展型课堂是以促进高级思维能力发展为核心目标的新型课堂形态,担负着活化知识与发展思维的双重使命;问题情境是思维发展的依托,认知冲突是思维发展的根本原因,可视化是思维过程和思维结果的显性载体,变式运用是实现思维迁移的有效手段,它们共同构成了思维发展型课堂的四大核心要素;具体操作上,思维发展型课堂可按"思维目标要记牢-认知冲突不能少-思维图示理思考-适时工具来引导-变式运用火候到"的思路来设计和实施.%Thinking skills have been core elements of key competencies and increasing attentions have been paid to thinking classrooms that aims to foster higher order thinking skills. However, the concept, objectives and elements of thinking classrooms are not clear to elementary and middle school teachers, and they always face difficulties of lacking of theoretical guidance when designing and implementing thinking classrooms. This paper aims to construct a theory for thinking classrooms based on existing research finding and authors’ practical experiences as well. In this paper, thinking classrooms are defined as a new type of teaching aiming to promote the development of students’ thinking abilities and help students activate their knowledge as well. Problem situation, cognitive conflict, visualization, and variant using constitute four core elements of the Thinking Classrooms, in which problem situation is the basis, cognitive conflict is the root cause, visualization is the explicit carrier, and variant using is an effective means to promote thinking transfer. Thinking classrooms can be designed and implemented according to the following directions: (a) setting a clear learning goal on thinking development; (b) providing rich and potential cognitive conflicts; (c) sorting out ideas with thinking diagrams; (d) guiding the thinking process with thinking strategy tools; (e) promoting thinking skills transfer with the aid of variants.
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