Higher-Order Thinking-Oriented Reconstruction and Practice of Course Content for “Introduction to World Economics”

Abstract

This paper presents the teaching practices implemented in the course Introduction to World Economics to cultivate students’ higher-order thinking skills, covering aspects such as instructional design, teaching activities, and teaching evaluation. The instructional design is guided by Bloom’s Taxonomy of Educational Objectives, and the teaching process is guided by the ARCS Motivation Theory. Ideological and political education is integrated into the course content through philological/documentary materials. Case-based teaching is the primary instructional method, and teaching evaluation draws on the Collegiate Learning Assessment+ (CLA+) model developed in the United States. The reconstruction and practical implementation of the course content for Introduction to World Economics, grounded in the cultivation of higher-order thinking skills, places greater emphasis on students’ intrinsic motivation to learn and offers a preliminary exploration of how to cultivate students’ higher-order thinking skills.