Author(s)

Jinrong Li ¹, Jun Ba ¹

Affiliation(s)

¹ Moutai Institute, Renhuai, Guizhou, 564500, China

Corresponding Author

Jinrong Li

ABSTRACT

This study examines the application strategies of higher-order thinking in the design of university English assignments, starting from the connotation and significance of higher-order thinking, surveying the current state of university English assignments, and outlining the principles for designing such assignments. The research has identified at least six principles that should be followed to create effective university English assignments: goal-orientation, practicality and relevance, engagement and enjoyment, timely feedback, choice and autonomy, and interdisciplinary integration. In the process of designing assignments, the core of higher-order thinking should be incorporated, encompassing the utilization of analytical, evaluative, and creative skills, as well as the design of various types of assignment. The research indicates that higher-order thinking contributes to enhancing student learning outcomes and fostering innovation abilities. This research provides educators with strategies for incorporating higher-order thinking into the assignment process, yet it suggests the need to expand the scope of research or explore other teaching segments to further discuss ways and measures to cultivate higher-order thinking.

KEYWORDS

Higher-Order Thinking, University English Assignments, Application Strategies

CITE THIS PAPER

Jinrong Li, Jun Ba, Research on the Application of Higher-Order Thinking in University English Assignment Design. Applied & Educational Psychology (2024) Vol. 5: 78-84. DOI: http://dx.doi.org/10.23977/appep.2024.050213.

REFERENCES

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[3] Fangfang Han, Guangran Liu, Penghua Chen & Hao Zhang.(2016).About raising the high-order thinking ability to flip the classroom teaching.Software Guide(02),199-201.
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[6] The National Institute of Education Sciences.(2023).China Smart Education Bluebook (2022). Beijing: Education Science Press, 3.
[7] Xin Wang.(2024). A Teaching Analysis of Six-Step Problem Solving Method for Higher-Order Thinking. Theory and Practice of Education (05), 51-55.

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