论批判性思维教学的实践误区及超越

批判性思维教学是教师基于关系视角,整合诺多有价值的资源,借助对话引领并促进学生批判性思维技能与“能倾”整体发展的实践。然而,实践界对批判性思维的误读及对批判性思维教学的曲解,让批判性思维教学实践陷入误区,主要表现为:割裂思维技能与情意因素间的关联;夸大形式逻辑对思维发展的价值;无视批判性思维的“强”“弱”之分。批判性思维教学超越实践误区的策略:凸显批判性思维的整体性,兼顾形式逻辑与非形式逻辑,致力于“强”批判性思维的发展。

A preliminary investigation into critical thinking of urban Xi'an high school students

This paper reports the development of critical thinking of urban high school students in the Chinese city of Xi’an.It presents the assessment of the students’two components of critical thinking:dispositions towards critical thinking and critical thinking skills,using the California Critical Thinking Disposition Inventory and the California Critical Thinking Skills Test.Results show that the students’dispositions toward critical thinking are at an average level while their critical thinking skills are very low.This research also shows that there is no significant difference between students from science classes and arts classes in their critical thinking dispositions while science students have a higher level of critical thinking skills.Students from advanced classes have a higher level of the two components of critical thinking than their counterparts from general classes.There are no differences between male students and female students in both components.