公共教育学教学中批判性思维的培养

公共教育学（简称＂教育学＂）教学面向未来教师,培养批判性思维具有长远的意义。批判性思维包括批判精神和批判性思维技能,批判精神的人格特质可以在培养批判性思维技能的过程中形成和强化。围绕教科书的观念和言说,教育学教学可以从四个方面指导学生思考教科书文本,发展批判性思维。     

The relationship between critical thinking skills and in‐class questioning behaviours of English language teaching students

It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. This study aimed at investigating the relationship between critical thinking skills and in‐class questioning behaviours of English Language Teaching (ELT) students at the Faculty of Education at Mugla University. The authors attempted to find out answers to the following questions: ‘What kinds of questions do students in lower and higher critical thinking groups ask?’ and ‘Is there a difference between the questions of students with higher and lower critical thinking scores?’ Three data collection instruments were used: Ennis‐Weir Critical Thinking Essay Test; a reading passage; and a structured interview. The findings obtained suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly. Moreover, these students ask questions to find alternatives, to think the reverse and to head for new ideas. The students in the higher score group experienced thinking processes more intensively than the lower score group.     

The use of assessment in the development of higher-order thinking skills

Abstract

In an increasingly complex and specialised society, it is imperative that individuals think critically and creatively. This kind of thinking is also required to achieve the critical outcomes as stated in the Revised National Curriculum Statement for South Africa. It seems, however, that higher-order thinking is unlikely to occur unless learners are engaged in activities that deliberately promote this kind of thinking. They should also be guided on how to engage in these complex thinking tasks. The aim of this article is to reflect on the use of assessment to promote learners' higher-order thinking skills. The role of assessment has implications for the nature of teacher training programmes. If lecturers model the way assessment can be done to develop higher-order thinking skills, it is hoped that teachers will have little difficulty in adapting it to their unique classroom situations. Examples from language modules of an in-service teacher training programme are used to show how assessment can be implemented to help learners develop higher-order thinking skills within the framework of outcomes-based education and the Revised National Curriculum Statement.     

Comparative Effectiveness or Evidence-Based Medical Practice: “A Rose by Any Other Name…”

The goal of education and research in all disciplines is to develop critical thinking skills as a method for improving clinical decisionmaking. The emphasis on critical thinking is nothing new and can be traced back to ancient times when Socrates challenged his students to think about their knowledge, beliefs, and behaviors by interrogating them. It is widely known that Socrates would press his students until they could provide reasons and evidence to support their arguments and would dismiss those beliefs and decisions that could not be supported with evidence. Today, scientific critical analysis in medicine is termed evidence-based medical practice (EBMP), or comparative effective research.     

Critical thinking in education: a review

National governments and employers have argued that it is important for all sectors of education to prepare individuals who are able to think well and for themselves. 'Good thinking' and 'thinking well' are commonly used terms bound up with what is called 'critical thinking' in the research literature. Evidence is presented in this paper, however, which suggests that not all students may be good at critical thinking; nor do some teachers appear to teach students 'good thinking' skills. A review of the research literature in this area was undertaken and the methods and conceptions of teaching likely to inhibit and enhance critical thinking are outlined, as well as what is required to improve students' thinking skills. Ways forward in teaching critical thinking, and in helping students to learn to think well and for themselves, are described and discussed.     

Towards a framework for critical citizenship education

Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical pedagogy’. This article distinguishes these manifestations of the ‘critical’ and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.     

Design thinking in pedagogy: Frameworks and uses

New learning approaches are now required to meet changing needs and develop appropriate skills and capabilities, often addressed as 21st century skills. In the last decade, design thinking has gained in popularity in higher education. This article describes the design thinking approach, its principles and models, various design thinking tools and their application in pedagogy. It presents the findings of an international study evaluating the creation and implementation of a culture‐based blended‐learning course for adult learners who are developing their 21st century skills by applying innovative teaching/learning methodologies, such as case studies, webquests and design thinking tools. Two hundred and twenty‐seven learners participated in the course and responded to a questionnaire to evaluate the learning platform, the English course developed, the teaching/learning methodologies applied and the development of their 21st century skills applying innovative learning tools. The findings highlight the benefits of the design thinking approach to skills development and point to the impact of the course content and layout and certain design thinking tools applied in developing 21st century skills.     

Minima Pedagogica: Education,Thinking and Experience in Adorno

This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in the present‐day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking and the political significance of education for thinking. Adorno touched upon educational questions throughout his writings, with growing interest in the last ten years of his life. Education, he argues following Kant, must enable students to think for themselves and to break free of the authority of teachers, parents and other adults. Nevertheless, in his discussions of education Adorno says little about the nature of thinking, and the secondary literature on his educational theory addresses this question only cursorily. Important claims on the nature of thinking do appear elsewhere in Adorno's work. From his early writings up to Negative Dialectics, Adorno is preoccupied with thinking, sketching the outlines of critical‐dialectical thought. Still, these reflections rarely touch upon educational questions, and the Adorno scholarship has yet to establish this link. Unlike studies which read Adorno's educational thought against the backdrop of the history of education and the German Bildung tradition, or in relation to art and aesthetics, the present article brings together Adorno's ideas on education and thinking in an attempt to contribute both to the Adorno scholarship and to the growing field of education for thinking.     

Computational What? Relating Computational Thinking to Teaching

Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores the need for helping teachers integrate it in their practices. Besides developing the knowledge of technology, content, and pedagogy, teachers need to recognize the relevance of computational thinking to their teaching, a factor influencing their future practice with it. Drawing from the literature on problem-solving and TPACK framework, this paper discusses strategies, including content-specific examples, problem-solving nature of computational thinking, and the methods of teaching problem-solving for enabling teachers to make the connections between computational thinking and their practices.     

Gamers and gaming context: Relationships to critical thinking

Gaming is purported to hold promise for education, in part, because it is thought to develop 21st century skills such as critical thinking. To date, there has been a dearth of generalisable research investigating the relationship between gaming and critical thinking. Results of a survey of 121 adults found that gamers and non‐gamers do not differ significantly on critical thinking dispositions. However, gamers who play strategy games scored higher on actively open‐minded thinking than did other types of gamers. In addition, low compared with high involvement in the gaming community was associated with higher open‐minded thinking. Implications for educators and for further research are discussed.     

Learning to improve: using writing to increase critical thinking performance in general education biology

Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the nonwriting group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the nonwriting group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens.     

整合情境：整合教学法改革的核心

整合教学法以培养学习者处理各种复杂情境问题的能力为最终目标。整合情境由物质支持工具、若干任务和若干命令等三个要素构成,它的创设是整合教学法的核心问题。整合教学法的核心价值取向有：局部学习走向整合学习,教学情境走向自然情境,教师主导走向教师支持,学生接受学习走向学生探究学习。整合教学法对学习者现实需求的关注、对教学案例研究的注重、对学习者批判思维的发展等方面对我国教育改革有着重要的借鉴意义。     

Exploring learning goals and assessment approaches for Indigenous health education: a qualitative study in Australia and New Zealand

In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education.     

高职英语教学培养学生思辨能力的策略研究

目前高等职业技术院校英语教学严重缺乏对学生思辨能力的培养,文章从思辨能力的内涵出发,探讨在英语课堂中培养高职生思辨能力的意义,并结合教学实践提出培养其思辨能力的有效策略。     

Authentic Pedagogy and Students with Severe Disabilities

This paper describes a project carried out by the first author, an academic in special education, with the other authors, teachers of students with severe disabilities. It aimed to explore the application of the New South Wales (NSW) model of pedagogy, derived from authentic pedagogy, to the education of students with severe intellectual disabilities. The project was directed at students with severe intellectual disability who were unable to use spoken language for receptive and/or expressive communication and who were being taught augmentative and alternative means of communication. The group analysed and reframed the development of communication skills in relation to the elements of deep knowledge, deep understanding and higher order thinking, which are components of the dimension of intellectual quality in the NSW model. This analysis is presented here as an example of the way the authentic pedagogy framework can be applied to teach cognitive skills that are usually assumed by teachers of normally developing students.     

Reflections from Preservice to Novice Teaching: One Perspective on the Role of ePortfolios

Developing ePortfolios as part of preservice coursework and student teaching has become part of many teacher education programs nationwide. This article explores how developing an integrative knowledge ePortfolio (IKE, Peet et al., 2011) as part of one preservice teacher's education and during her early years in the classroom supported the role of reflection in personal pedagogy, offering concrete ways to think through issues specific to student teaching and into the transition to novice teaching. I consider the ways in which sociocultural perspectives on teacher education influence reflection and its development. Although teacher candidates might initially perceive ePortfolio building as a mere showcasing of individual skills and promise to prospective employers, folio reflective processes can quickly be adopted as a critical lens on teachers’ own practice, leading to new understandings and revisions in thinking. Thus, this article argues that, for me, ePortfolios provided a space for reflection as performance, giving me an additional means of inquiring into my classroom and becoming an integral and defining component of a commitment to reflective teaching practices.     

Border Pedagogy: A Study of Preservice Teacher Transformation

In our increasingly interconnected global society, learning to think about ourselves in a border context, making crossings and connections, reflecting on our position and power, and articulating a vision of social justice are necessary civic skills. Developing educational border crossers who have moved beyond stereotyping and the tourist's gaze to have a sensibility for social justice can enrich public life and stimulate the deepest forms of civic engagement. This study examines a teacher education program's nascent efforts to develop multicultural competencies, specifically border pedagogy, in future teachers.     

Towards a Comprehensive Account of Effective Thinking

Due to its strong focus on reasoning and argumentation, critical thinking lacks the breadth required of a comprehensive account of higher order thinking. In particular, critical thinking does not promote reflection on the underlying problems or situations that people think about. This paper reviews various proposed additions to and reorientations of the critical thinking paradigm. It presents a conceptual framework that encompasses the most promising extensions as topics in a broadened account of higher order thinking. This account can be understood as an elaboration of problem solving along two dimensions: Problem types, which are generic thinking situations; and problem solving functions, which are generic thinking tasks. The proposed topic-level account of higher order thinking offers a greatly enlarged view of what should be taught in general thinking skills programs.     

外语教学中学生评判性思维能力的培养

在21世纪新时代背景下,外语教学既是一门语言课程,又是一门加强学生评判精神、培养学生创新能力的教育课。外语教学与教育学相融合,语言技能的培养与评判性思维能力的培养相结合,已日显重要。要培养学生的评判性思维能力,造就创新人才,必须实现教学观念的转变、教学方法的改进,构建民主和谐的课堂氛围和“多维度”的教学评估模式,引导和鼓励学生“换位思考”、“对比思考”、“设疑思考”。     

Towards a dialogic theory of how children learn to think

This paper develops a dialogic theory of thinking and of learning to think that has implications for education. The theory is offered as a contrast to theories that are based on both Piaget and Vygotsky. The paper proceeds by unpacking and interweaving three key concepts: dialogue, thinking and learning in order to argue that learning to think can be understood as a shift in self-identification towards becoming dialogue. This theory is then applied to the context of primary classrooms through the analysis of three short episodes of interaction. These analyses offer evidence that a dialogic theory of learning to think can offer new and valuable insights into classroom interaction with the potential to inform pedagogy.