英语课堂思维取向:学生主体思维

英语课堂中要有思维的存在,思维体现在整体课堂当中。学生主体思维是学生在全面参与英语课堂活动的过程中发挥着自己主体地位,在参与过程中学生挖掘自己的思维点,主动、自觉地发展自己。     

艺术语言产生时思维的心象性和意象性

本文从心理学角度 ,探讨了艺术语言产生时的心理过程 ,认为 :艺术语言的思维是心象性思维 ,心象思维明晰化 ,就成为意象思维。艺术语言思维的根本目的是在“意”而不在“言” ,即“言” ,只是表现“意”的形式材料和手段而已。艺术语言的思维过程 ,首先是一种特殊的形象思维 ,即心象思维 ,“心象”是一种“心灵化的表象” ,它是渗透了主体认知、情感、心绪、审美体验等的表象。潜意识中的心象思维明晰化、语词化 ,就成为意象思维。     

The critical thinking debate: how general are general thinking skills?

This paper takes up the issue of whether the skill of critical thinking in university education is best thought of as a broad universal generic skill or rather as only a loose category taking in a variety of modes of thought. Through the linguistic analysis of some sample texts, I argue that the discourse of general thinking programs should not be thought of as a generalist discourse at all, but in fact a quite specific one. The implications both for the teaching and testing of critical thinking are considered in the light of this position.     

Making sense of student mathematical thinking: the role of teacher mathematical thinking

Educational Studies in Mathematics - In mathematical whole-class discussions, teachers can build on various student ideas and develop these ideas toward mathematical goals. This requires teachers...     

Using higher order thinking questions to foster critical thinking: a classroom study

To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking.     

Shared thinking: Concept and assessment

The aim of this article is to present the Procedure for the Assessment of Thinking in Interaction (PAT), an instrument for the assessment of shared thinking. Following an introduction of our concept or “shared thinking”, such as appears in contexts of interaction, we present the results and conclusions obtained from its use in a cross-sectional and a longitudinal developmental study.     

关于高师院校思想品德课教学改革的思考

面对新形势、必须对高师院校思想品德课从提高思想认识，更新教学观念、改革教学内容和方法、重视心理健康教育、加强教师队伍建设等方面，进行深入的理性思考和探讨，从而寻找出一条符合高师学生思想实际的行之有效的思想品德课教学改革的新路子。     

Teaching thinking: the case for principles

Abstract

This paper reviews the situation with regard to the teaching of thinking skills as part of the taught curriculum. The case is made for direct teaching of cognitive skills both to meet the particular learning difficulties of children with special educational needs and also to enhance the learning and thinking of all children. The dangers of ‘recipe’ approaches to teaching this aspect of the curriculum are discussed and a ‘principles’ approach is advocated. Some principles are then described which may be used to underpin the designing of problem‐solving activities, through which thinking skills can be taught across the curriculum.     

Concept maps: Experiments on dynamic thinking

Three experiments were conducted to examine the effects of map structure, concept quantification, and focus question on dynamic thinking during a Concept Map (CMap) construction task. The first experiment compared cyclic and hierarchical structures. The second experiment examined the impact of the quantification of the header concept in the map. The third experiment explored the effect of the focus question on the map. For all three experiments, the content of the CMaps was assessed for the number of dynamic propositions and the number of quantified concepts. The results show that the cyclic structure, the quantification of the header concept, and the focus question “How” significantly increased dynamic thinking. The studies, the theoretical background, and the implications of the findings are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 448–465, 2007     

Science and thinking: The write connection

The effective use of writing in science instruction may open the way for students to grow in their ability to exercise higher order thinking skills (Bland & Koppel, 1988). Scinto (1986) makes a compelling case for writing as a means of stimulating thinking when he states: The production of written text demands more elaborate strategies of preplanning. Written language demands the conscious organization of ensembles of propositions to achieve its end. The need to manipulate linguistic means in such a conscious and deliberate fashion entails a level of linguistic self-reflection not called forth in oral discourse (p. 101).     

Intuitive vs analytical thinking: four perspectives

This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They may differentially account for the behavior of different students on the same task, the same student in different stages of development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research literature) and one from abstract algebra (based on our own research).

试论算术中的代数思维:准变量表达式

在数学教学中,小学与中学(主要是初中)的衔接问题,仅仅依赖体制上的变革根本无法解决。而在新课程标准的推进当中,由于更加强调整体性和一贯性,所以,衔接问题的解决已刻不容缓。算术中的准变量(表达式)正是解决这一问题的强有力思想。准变量表达式既动摇了算术与代数之间的传统割裂,又在算术思维与代数思维之间起到了桥梁作用。而且,它还体现了新课程标准所倡导的算法多样化之精神。准变量(表达式)思想对改进义务教育阶段数学教学有着诸多切实的现实意义。     

An ‘infusion’ approach to critical thinking: Moore on the critical thinking debate

This paper argues that general skills and the varieties of subject‐specific discourse are both important for teaching, learning and practising critical thinking. The former is important because it outlines the principles of good reasoning simpliciter (what constitutes sound reasoning patterns, invalid inferences, and so on). The latter is important because it outlines how the general principles are used and deployed in the service of ‘academic tribes’. Because critical thinking skills are—in part, at least—general skills, they can be applied to all disciplines and subject‐matter indiscriminately. General skills can help us assess reasoning independently of the vagaries of the linguistic discourse we express arguments in. The paper looks at the debate between the ‘specifists’—those who stress the importance of critical thinking understood as a subject‐specific discourse—and the ‘generalists’—those that stress the importance of critical thinking understood independently of disciplinary context. The paper suggests that the ‘debate’ between the specifists and the generalists amounts to a fallacy of the false alternative, and presents a combinatory‐‘infusion’ approach to critical thinking.     

信息思维与中国文化的思维特色

信息思维是区别于传统的物质思维和能量思维的一种全新思维方式。比较起古希腊文化，中国古代文化较少有实体性物质思维的特点，而更多具有信息思维的特色。中国古代文献中所阐释的八卦、阴阳、有无、五行、象数、经络、脏腑，以及天人相应等观念和理论都体现着丰富而深刻的信息统念和信息思维方式。在当代，根植于中国传统文化中的信息思维方式与现代信息系统理论相结合，诞生了一系列由中国人提出的具有独特韵味的学说，比如，泛系理论、生物全患律、宇宙全息论，以及演化全患理论等等，此类学说同样体现着深刻的信息思维底蕴。