The prevalent educational milieu is characterized by an amalgamation of various pedagogical principles and social dynamics involving the learners, teachers, and other stakeholders. Technological developments in the modern time inevitably shape educational paradigms, hence, instructional practices must adapt to these changes that essentially foster student discourse and critical thinking. Emphasizing critical thinking within teacher education anticipates a better response to societal issues by carrying out effective measures (Williams, 2005). Scholars have established an explicit relation of critical thinking and problem-solving (Buckley, 2012; Maebius, 1990; Sensibaugh, 2015; Tseng, 2008; Williams, 2005). Buckley (2012) has even asserted that critical thinking is a prerequisite to problem-solving. With the overwhelming challenges faced by pre-service teachers each day, acquiring sound critical thinking is necessary for effective instructional planning, implementation, and reflection. Research, however, has shown a dismal state of pre-service teachers’ critical thinking level (Akdere, 2012; Grosser & Nel, 2013; Qing, Jing, & Yan, 2010). Gashan (2015) has declared that pre-service teachers hold insufficient understanding of critical thinking skills, that they have uncertain knowledge about it despite their positive views about the place of critical thinking in the educative process. Furthermore, the pre-service teachers have struggled in substantiating their knowledge of their pupils’ capacity to probe, integrate, and assess information (Meister, 2011). Initiatives to resolve these issues have been carried out but these revealed mixed impressions. Various approaches have not consistently ensued desirable results (Akyuz & Samsa, 2009; Behar-Horenstein & Niu, 2011; Goyak, 2009; Qing, Jing, & Yan, 2010; Sulaiman, 2013). One major challenge that confronts pre-service teachers is addressing Abstract. A research on the effects of the

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多代表物理微课教学对职前教师批判性思维的影响

普遍的教育环境的特点是融合了各种教学原则和涉及学习者、教师和其他利益相关者的社会动态。现代技术的发展不可避免地塑造了教育范式，因此，教学实践必须适应这些从根本上培养学生话语和批判性思维的变化。在教师教育中强调批判性思维可以通过采取有效措施更好地应对社会问题（威廉姆斯，2005 年）。学者们已经建立了批判性思维和解决问题的明确关系（Buckley，2012；Maebius，1990；Sensibaugh，2015；Tseng，2008；Williams，2005）。Buckley (2012) 甚至断言批判性思维是解决问题的先决条件。职前教师每天都面临着巨大的挑战，因此获得良好的批判性思维对于有效的教学计划、实施和反思是必要的。然而，研究表明，职前教师的批判性思维水平令人沮丧（Akdere，2012；Grosser & Nel，2013；Qing, Jing, & Yan，2010）。Gashan (2015) 宣称职前教师对批判性思维技能的理解不足，尽管他们对批判性思维在教育过程中的地位持积极态度，但他们对此知识仍不确定。此外，职前教师一直在努力证实他们对学生探究、整合和评估信息的能力的了解（Meister，2011）。已经采取了解决这些问题的举措，但这些举措显示出不同的印象。各种方法并没有始终如一地取得理想的结果（Akyuz & Samsa，2009；Behar-Horenstein & Niu，2011；Goyak，2009；Qing, Jing, & Yan，2010；Sulaiman，2013）。职前教师面临的一项主要挑战是解决摘要问题。影响的研究