Analysis of the Differences in the Development of Students' Critical Thinking by Different Types of Collaborative Learning in an Intelligent Environment

Abstract

Collaborative learning supported by an intelligent environment provides a variety of conveniences such as scene classification, interactive means and sharing forms for cultivating students' critical thinking. However, there are few studies on the relationship and difference between intelligent collaborative learning types and the development of critical thinking. This paper implements four types of collaborative learning: task-driven, project-based, inquiry-based and self-organized based on the blended curriculum in the intelligent learning environment of colleges and universities. The characteristics of thinking and behavior and developmental differences are analyzed. The analysis found that: task-driven collaborative learners focus on the association and transformation of low-level thinking levels of “recognition” and “understanding”; project-based collaborative learners tend to develop middle and high-level thinking of “analysis” and “innovation”, and the overall cognitive structure It is more continuous, complete, rich and harmonious with the behavioral model; the thinking level of inquiry-based collaborative learners appears to jump from low to high and bidirectional between “recognition” and “assessment”; self-organized collaborative learners support thinking in weak scaffolds The level is progressive, but intermittent. Finally, the article puts forward relevant suggestions for effectively designing and carrying out intelligent collaborative learning to promote the development of students' critical thinking, and guide the way to create a high-quality hybrid “golden class” in an intelligent environment.