基于批判性思维能力的知识转化

批判性思维在知识转化中起着重要作用.从知识转化形成的前提看,批判性思维是知识转化不可或缺的重要条件;从知识转化形成的过程看,批判性思维精神和批判性思维技能是实现知识转化的必备精神和必备技能.     

批判性思维训练与数学教学的结合

批判性思维与数学教学相结合的四种策略与措施包括:强化数学教师的批判意识;营造开放性课堂,促进师生互动;重视数学过程教学,强化情感体验;重组数学材料,拓展学习空间。     

批判性思维教育理念

批判性思维立足于理性反思某个问题及其相关证据得出判断,即"为决定相信什么或做什么而进行合理的、反思性的思维",包括澄清意义、分析论证、评估证据、判断论断的合适性和推导有根据的结论等技能。"理想的"批判性思维者具有开明和公正的心智,会搜寻证据,掌握全面信息,关注他人的观点及其理由,不作超出证据的断言,愿意考虑不同思路并校正观点。批判性思维过程包括确定和分析问题、澄清意义、收集证据、评估证据、推断结论、考察相关信息和作出综合判断。与对论证的逻辑评判不同,批判性思维超越了单个论证的维度,有创造性成分,包括对证据的批判性评估。应培育批判性思维者所具备的知识、技巧、态度和习性,即让他们能够且善于批判。批判性思维的教育可通过学科教学或专门课程教学的方式进行。单独开设批判性思维课程,其课程设计应遵循按具体情境设计教学、阐明目标、激发学生兴趣、运用指导框架、培养批判精神、注重深度甚于广度、使用桥接、利用重大时事、使用真实或现实案例、谨慎选择案例、提供有指导的练习和及时反馈、检验学生的理解程度、鼓励元认知、考虑情境、避免空洞使用专业术语和谨慎设计多选题的原则。     

论批判性思维之于创造性思维的逻辑动力

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.     

计算思维在离散数学中的应用

计算思维是一种分析思想,是一种重要的教育思想,近年来越来越受到国内外教育专家和学者的高度重视.而离散数学是计算机专业的一门必修课程,在该课程内容中蕴含了大量的抽象思维,在培养学生的逻辑思维能力和综合素质等方面起到重要作用.通过分析计算思维与离散数学之间的内在关系,从实践教学的角度,利用基础性和综合性实验,着重培养学生如何将抽象和自动实现这两个计算思维核心思想贯穿于整个学习过程中.     

Critical Thinking as a Source of Respect for Persons: A critique

Critical thinking has come to be defined as and aligned with ‘good’ thinking. It connects to the value placed on rationality and agency and is woven into conceptions of what it means to become a person and hence deserve respect. Challenges to the supremacy of critical thinking have helped to provoke richer and fuller interpretations and critical thought is prevalent in talk of what it is to become a person and more fundamentally to educate. The capacity for critical thought may indeed be one significant aspect of developed personhood; however an emphasis on critical thought as the main source of respect for persons raises a number of issues about what might therefore be excluded or neglected. A number of alternative views that try to retrieve a more ‘humanised’ view of how we exist in the world are examined and are found to suggest that human consciousness as a mark of personhood should be seen as rooted in bodily senses and a more aesthetic orientation towards the world that moves us away from critical thought and rationality as the single indicators of ‘good’ thinking.     

Dispositions Toward Critical Thinking: The preservice teacher's perspective

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.     

提高批判性思维能力的路径研究

批判性思维是大数据时代人们生存和发展的必备素质,包括自我反思、质疑和多元思维的特点,应成为教育的一般目标,名校虽有一定的实践,却仍然不足。讨论课对于学生批判性思维的培养,有着明显的效果,以提出疑问为起点,以获取证据、分析推理为过程,以提出有说服力的解答为结果,让学生在审辩式、思辨式的评判中,建设性地提高批判性思维能力。     

Integration: the Coleshill Experience

The integration of children with severe learning difficulties into mainstream schools is threatened by the 1988 Education Reform Act. Its continuation and expansion may largely depend on the type and degree of support available from LEAs and individual schools. Barry Carpenter and Jeremy Fathers, head and deputy head respectively at Blythe School, Ann Lewis, lecturer in education, Warwick University, and Rosemary Privett, integration support teacher at Blythe School, describe Blythe's integration projects and the role of the integration support teacher, which will be crucial in maintaining mainstream links 'at a time when … integration might wane'.     

批判性思维在教育中的应用初探

批判性思维的培养是当今教育界的热门话题。批判性思维对于知识的掌握和创新都是必不可少的,批判性思维可以通过训练得到提高。文章就批判性思维及其在教育中的应用进行探讨．指出了批判性思维培养的必要性及其训练的方法,同时也对批判性思维在我国教育中的地位、作用及前景进行了探讨。     

Critical Thinking as a Normative Practice in Life: A Wittgensteinian Groundwork

On the point that, in practices of critical thinking, we respond spontaneously in concrete situations, this paper presents an account on behalf of Wittgenstein. I argue that the ‘seeing‐things‐aright’ model of Luntley's Wittgenstein is not adequate, since it pays insufficient attention to radically new circumstances, in which the content of norms is updated. While endorsing Bailin's emphasis on criteria of critical thinking, Wittgenstein would agree with Papastephanou and Angeli's demand to look behind criteriology. He maintains the primacy of the practical, and yet contends that a reasonable person lets rules of rationality compel her. These rules are not mere heuristics. I further examine Burbules' conception of communicative reason, and, among others, his interpretation of Wittgenstein's sign‐post example.     

Improving Critical Thinking: a review

Abstract This review paper sets out some of the questions that arise when considering critical thinking and its place in the process of education. Key issues are identified and discussed including the meaning of the term ‘critical thought’, the possibility of devising effective ways of facilitating critical thinking skills and the generalisability of those skills. This review is followed by an analysis of how children use thinking skills in problem‐solving situations and the kind of factors that teachers need to consider when designing problem‐solving activities. In conclusion, observations are made about the direction of research.