我国批判性思维课堂转化的问题与反思

Problems and Reflections on the Transformation of Critical Thinking Class

我国的批判性思维教育实践存在简单化、形式逻辑化和绝对化的误区,其作用领域存在边界不明确的现象,在知识生产、公共说理教育、与真实生活接轨、隐性课程开发等方面尚不完善。除理论层面影响外,批判性思维教学这种"慢"的艺术还由其自身特性决定,原因在于,人的各种核心素养的相互转化过程很难高效完成,批判性思维的教学模式和成果只能在长期的探索中去积淀与完善。

The practice of critical thinking education in our country is characterized by simplification, formal logic and absolute misunderstanding. There is also an ambiguous boundary in its sphere of action. And it is still not perfect in knowledge production, public reasoning education, application in the real life, implicit curriculum development. In addition to the theoretical influence, the ＂slow＂ art of critical thinking teaching is also determined by its own characteristics. The reason is that the process of mutual transformation of people＇s core qualities is difficult to complete efficiently, and the teaching mode and results of critical thinking can only be accumulated and improved in the long-term exploration.