摘要
文章从批判性思维角度对中英小学语文阅读教材进行比较,借助批判性思维的理论基础分析中英教材练习设计的不同点。比较两国课程理念、教材编写特点,笔者发现英国版本教材能够更为层层递进地启发学生思考,透过现象深入问题本质。其对于我国教材编写的启发是练习设计要勾连教材背景,诱导循序渐进,拓展多维角度。以培养学生的创新思维为起点,为批判性思维的发展打下基础。
From the perspective of critical thinking, this paper makes a comparison of native language reading materials in Chinese and English primary schools. It analyzes the differences in the practice design of Chinese and English textbooks by means of the theoretical basis of critical thinking. In connection with the curriculum concept and the characteristics of textbook compilation in both countries, the author finds that the English version of textbooks can inspire students to think deeply and to see through the appearance to perceive the essence. Its inspiration for the compilation of textbooks in China is that practice design should connect the background of textbooks, induce gradual progress, and expand the multi-dimensional perspective. The goal of such practice design is to cultivate students＇ innovative thinking as a starting point and lay a good foundation for children to develop their ability to think critically.
作者
冯旭
李重
FENG Xu;LIZhong(Education College of Shanghai Normal University,Shanghai 200234,China)
出处
《教育参考》
2018年第5期84-90,112,共8页
Education Approach
关键词
批判性思维
阅读教材
练习设计
Critical Thinking
Reading Materials
Practice Design
