教学情境中的批判性思维含义解析与教师实践——基于对部分高中教师的问卷调查和访谈

Chinese High School Teachers' Conceptions and Teaching Practice about Critical Thinking

信息时代,批判性思维是学生必备的核心素养之一,但在我国学校教育情境中,批判性思维到底意味着什么仍未明晰。因而,本研究从维特根斯坦的语言哲学出发,采用问卷和访谈调查我国高中教师对批判性思维的理解以及教师采取的相关培养策略,试图提炼批判性思维在教学情境中的含义。研究发现:首先,高中教师对批判性思维的概念认知并不狭隘,主要表现为质疑、理性思考、决策等,但更侧重于倾向层面;其次,高中教师对批判性思维的概念认知与其培养策略的一致性较弱,具体表现为说不出却正在做、想得多但没法做两种关系。因此,为更好地培养学生的批判性思维,教师需要在日常教学中注意兼顾批判性思维的技能和倾向两方面,并不断地对自己的观念与行动进行反思与交流。

At information age, critical thinking is one of the key competencies that students must obtain, but what critical thinking means in our school context is still unclear. Thus, by adopting Wittgenstein＇s idea of language, this study used surveys and interviews to explore Chinese high school teachers＇ understandings of critical thinking and their relevant instructional strategies, aiming at refining the meanings of critical thinking in school context. Findings are that： 1） high school teachers have various conceptions of critical thinking, such as seeing it as skepticism, rationality and decision making, but they lay more stress on the disposition dimension of critical thinking; 2） high school teachers＇ conceptions of critical thinking are weakly aligned with their instructional strategies and there are two possible explanations, which are ＂a strange concept but osmotic actions＂ and ＂rich ideas but limited actions＂. Therefore, in order to develop students＇ critical thinking, teachers need to consider both the skill and disposition dimension of critical thinking in daily teaching, as well as reflecting on the relationship between their own conceptions and actions.