共查询到20条相似文献,搜索用时 15 毫秒
1.
辩论与批判性思维 总被引:5,自引:0,他引:5
盛新华 《湘潭师范学院学报(社会科学版)》2001,23(6):14-18
批判性思维的本质是怀疑的、分析的和批判的,辩论是运用批判性思维最集中、最典型的场合。批判性思维方法是辩论参与力图战胜对方的重要方法,辩论的对抗性有助于提高参与的批判性思维能力,批判性思维在辩论中显示出独立性、创新性等五种思维品质。 相似文献
2.
近年来,国外教育学者们在继续关注创造性思维培育的同时,也颇为关注对批判思考的研究。本文就批判思考的概念,批判思考与创造性思维之间的关系,批判思考在问题引导式学习模式中的作用等进行阐述与分析,以期有助于丰富我国素质教育的内容。 相似文献
3.
Susara J. Berkhout 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,3(2):313-327
Comparing the dynamics of centralisation/decentralisation in Belgium and South Africa has the advantage of revealing discrepancies
between the public or official rationale for the (re)distribution of power and the probable or eventual effect of this (re)distribution
on educational processes and learning outcomes. It can be seen that local empowerment which has been sometimes credited to
decentralisation has tended to be rather spurious, for decentralisation instead appears actually to reinforce existing inequities.
Using Foucault’s notion of power as complexly relational by nature, the present study explores some of the assumptions underpinning
the dynamics of centralisation/decentralisation and the way they are conceived in certain discursive practices. It does so
by looking not only at the juridical and administrative distribution of power between the centre and the periphery in education
systems, but also at matters of force and governmentality. 相似文献
4.
Comparing the dynamics of centralisation/decentralisation in Belgium and South Africa has the advantage of revealing discrepancies between the public or official rationale for the (re)distribution of power and the probable or eventual effect of this (re)distribution on educational processes and learning outcomes. It can be seen that local empowerment which has been sometimes credited to decentralisation has tended to be rather spurious, for decentralisation instead appears actually to reinforce existing inequities. Using Foucault’s notion of power as complexly relational by nature, the present study explores some of the assumptions underpinning the dynamics of centralisation/decentralisation and the way they are conceived in certain discursive practices. It does so by looking not only at the juridical and administrative distribution of power between the centre and the periphery in education systems, but also at matters of force and governmentality. 相似文献
5.
6.
"以思辨训练、多元文化导入为特征的英语演讲STUDIO培训模式"吸收了情境学习理论和全球地方化理念的精髓,是针对思辨缺失和文化缺失现象而打造的一种有效的英语演讲培训模式。在探究其主要内容、主要特征和亮点,分析其实施概况和应用效果的基础上,提出其存在的问题及其对策。 相似文献
7.
8.
9.
10.
11.
用批判性思维方法打造批判性思维课程 总被引:3,自引:0,他引:3
干咏昕 《西南师范大学学报(人文社会科学版)》2010,(6):51-54
中国的教育缺少批判性思维的传统,因而在教育中引入批判性思维的课程,加强批判性思维训练,具有特别重要的意义,应该作为目前教育改革的一个重点而引起我们重视。虽然批判性思维已被引入中国的课堂教育,但课程设置仍存在一些不足。本文提倡用批判性思维的方法来打造批判性思维的教学,鼓励学生对事件进行自主分析思考、课堂上组织小组讨论、教学中使用大量真实案例等,以培养学生用批判性思维进行思考的思维习惯。 相似文献
12.
《Journal of Teaching in Social Work》2013,33(3-4):155-172
Abstract The process of critical thinking enables students to explore, analyze, and evaluate problems, theories, and interventions from divergent views and varying frames of reference. It requires a certain amount of skepticism and curiosity that will reflect upon accepted doctrines and protocols, in order to ascertain their credibility and utility in working with clients. This article presents the obstacles to acquiring critical thinking skills, as well as different strategies that can be utilized by educators to enhance its development and active usage. A theoretical construct and cognitive schema of learning describe the mechanisms of constructing meanings from experiences and advancing to critically assessing broader concepts. In this context, the importance of being introduced to new, empirically-based knowledge and critical thinking in substance abuse courses and practice is discussed, followed by an evaluation of students' advancing critical thinking skills. 相似文献
13.
邸凯辉 《长春工业大学学报(高教研究版)》2009,30(3)
本文通过对批判性思维和创造性思维的内涵界定以及两者之间关系的阐释与分析,反观国内高校批判性思维教育的欠缺.在信息爆炸的现今社会,尤其需要批判性思维对于创造性思维的参与、甄别和拓展,这也有助于建设创新型国家这一重大战略任务的完成. 相似文献
14.
This study examines the critical thinking (CT) dispositions of 202 preservice physical education students in the US. All were juniors or seniors and enrolled in physical education secondary teaching methods classes. Results provided evidence of a positive inclination toward CT on six of seven subscales and the total score of the California Critical Thinking Dispositions Inventory (CCTDI). When compared with other university populations, the preservice physical education sample generated higher scores than community college students, but were generally outscored by students from a private 4-year university cohort. Knowledge of the CCTDI data can be used to assist physical education teacher educators as they prepare teachers capable of fostering CT in their students. 相似文献
15.
16.
17.
Robert Weissberg 《Academic Questions》2013,26(3):317-328
18.
《Educational Philosophy and Theory》2013,45(5):464-479
As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often conflated. Next, I present my own conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. Finally, given this account of critical thinking, and given recent studies in cognitive science, I suggest the most effective means for teaching students to think critically. 相似文献
19.
20.
精思善辩是墨家智慧学的特色。用现代科学观点,诠释墨家精思善辩的智慧学精华,是古为今用,弘扬中华民族优秀传统文化的重要任务,有积极的现实意义。 相似文献