摘要
批判性思维是可教的,这种可教不仅意味着批判性思维技能与倾向两个部分均可通过教育手段获得,也表明需要依据不同的教授内容来选择更为有效的教授方式。批判性思维可教的效果评价不能够拘泥于传统的试卷、量表等工具,应该继续开发新的测试工具与方法来更为全面地衡量个体批判性思维技能、倾向、实践等各方面的状况。批判性思维可教的终极价值在于使用批判性思维去思考问题、解决问题,因此,学校应建立全学段的批判性思维培养体系,塑造家庭、学校、社会三位一体的批判性思维培养环境,在批判性思维课堂中使用多样化的教学方法,从而促进批判性思维的能力迁移。
Critical thinking is teachable,which means not only the critical thinking skill and tendency can beacquired through education,but also the more effective teaching methods should be chosen depending on what is taught.To evaluate how well critical thinking is taught,we should develop new assessment tools and methods to measure individual critical thinking skill,tendency and practice more comprehensively rather than only sticking to the traditional examination papers and scales.The ultimate value of critical thinking teaching is to think of and resolve problems critically.Therefore,schools need to establish a cultivating system of critical thinking in all levels of the educational system,build a cultivating environment of critical thinking with family,school and society as a trinity,and apply diversified teaching methods in the classrooms of critical thinking so that the transferable ability of critical thinking will be achieved.
作者
陶威
沈红
TAO Wei;SHEN Hong(School of Education Science,Huazhong University of Science and Technology;Center for Higher Education Research,Southern University of Science and Technology)
出处
《教育理论与实践》
北大核心
2022年第10期51-57,共7页
Theory and Practice of Education
基金
国家自然科学基金2016年度面上项目“高等教育增值与毕业生就业之间的关系--基于教育经济学的理论分析与实证检验”(项目编号:71673097)的研究成果。
关键词
批判性思维
批判性思维可教
实践批判性思维
批判性思维培养体系
批判性思维培养环境
批判性思维课堂
critical thinking
teachable critical thinking
the practice of critical thinking
cultivating system of critical thinking
cultivating environment of critical thinking
classrooms of critical thinking
