摘要
Over the past decades, increasingly more critical thinking （CT） in Western countries. attention has been paid to cultivating learners＇ Chinese educators and teachers have also realized the necessity of developing Chinese students＇ ability for critical thinking and advocated pedagogical reform. However, the practice of formal instruction in developing learners＇ critical thinking and related empirical studies are rarely seen. This pilot research, selecting four major critical thinking skills, is aimed to study the effects of formal instruction on the development of Chinese college students＇ critical thinking ability. With the quantitative and qualitative research, the findings indicate that the intensive instruction is effective in improving the sample＇s critical thinking ability, NOT in terms of the observed behavioral change, BUT in terms of their unobservable mental awareness.
过去几十年,西方教育界越来越重视培养学生的批判性思维能力;中国教育家和教师们也意识到了培养中国学生的批判性思维的必要性,因而倡导教育改革。然而,迄今为止,在中国大学的课堂教学中,批判性思维的教学实践及其课堂实证研究依然很少。本文在此领域做出了试验性的尝试。本次研究选取了四种主要批判性思维技能,在大学生的口语辩论课上开展了为期四周的试验性教学,以期测试课堂教学指导对中国大学生批判性思维能力培养的效果。通过定量和定性研究分析,结果表明:课堂集中教学指导对大学生的批判性思维能力是有效的,但是这种效果不是立竿见影地显现于其行为的改变上,而是体现于其思维意识的转变。
