Constructing a Visual Classroom Framework for Critical Thinking

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i5.4573

Ping Yu

School of Foreign Languages, Jinggangshan University, Nanchang 343009, Jiangxi, China

Abstract

This study presents a classroom visualization framework for critical thinking that translates conceptual definitions into operable practice. Anchored in CER-L — claim, evidence, reasoning, and rebuttal/limitation (with optional reflection) — the framework standardizes minimal observable units, treats presentation modes as metrically equivalent, applies a restrained three‑level quality scale, and aggregates traces into object-specific strength. Argumentative connections are represented as basic and strengthened chains, enabling structural analysis alongside quantitative signals to support instructional alignment, observation, and evaluation. Notwithstanding these contributions, several limitations remain, and lightweight tool support is proposed to enhance scalability.

Keywords

critical thinking, classroom visualization, CER-L framework

References

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