商科高职通识教育实践切入批创思维培养

高职院校通识教育始终兼顾追求知识与追求自由精神,培养职业人与社会人的目标与价值定位。强调广泛阅读、批判性思考与创造性写作,思考在扩展通识教育实践形式外延层的同时,如何切入批创思维培养,以批判性思维维度为基本工具,以学生为中心的SC范式为基本模式,培养以创新精神和实践能力为重点,服务于全面发展的人。商科高职通识教育实践切入批创思维培养,必将丰富其理性智识内容,形成多元世界观、方法论的习惯与思维方式,推动社会进步,最大程度凝聚社会的政治与文化认同。

批创思维视域下逻辑学通识课程教学改革探析

自二十世纪七十年代开始,国外一些高校开始关注逻辑学教学改革,美国和加拿大纷纷实施以培养批创思维能力为目标的课程改革计划。在批创思维视域下,推动我国逻辑学通识课程改革,对于建设创新型国家具有重要意义。在课程教学改革中,应更新教学内容,以培养具有较强思维能力人才为目标,在逻辑学通识课程中增加批创思维相关内容;加大教学改革力度,组建专门从事批创逻辑思维通识课程的教师队伍;打通教育壁垒,统筹规划,从中小学开始培养学生的批创思维和逻辑思维能力。

高职生批创思维对校园双创文化的影响和促进

批创思维就是批判和创新的思维。双创文化就是创新创业的文化。高职院校要努力培养高职生批判和创新的思维能力,让高职生在理论学习和实践学习过程中敢于提问、敢于质疑。拥有开拓创新的意识和能力去解决问题,让创新创业的文化氛围在高职院里建立起来,让双创文化融入高职的校园文化中,让双创文化融入高职院校的学风建设中。

中国近二十年批创思维教育研究回顾与展望

近年来,学生批创思维的培养已成为我国教育总体战略的重要目标之一,批创思维教育受到学校、教师、研究者的广泛关注。进入中国知网(CNKI)以“批判性思维”为主题,并含“创新思维”,对近二十年发表的期刊文献进行检索,作计量可视化分析,系统梳理我国批创思维教育研究的论文态势、主题分布、关键词共现网络等情况。在此基础上,文章总结了国内批创思维教育主要有批创思维概念界定与内涵分析、课程体系构建、学科教学实践以及批创思维培养途径等论域,并提出我国批创思维教育的研究应适当扩大研究主体、加强实证研究、注重批创思维的多学科课程构建等建议。

“批创思维”视阈下的领导干部法治思维

法治正逐步成为各级领导干部的基本思维方式。领导干部在推进依法治国方面肩负着重要示范性责任,因而尤其要对法律怀有敬畏之心,严格依法办事,严格遵守法规法纪,不断提升运用法治思维和法治方式深化改革、推动发展、化解矛盾、维护稳定的能力。法治思维在本质上呈现为一种法律本位的批判创新思维,其对提高领导干部法治思维能力有重要的作用,领导干部应综合运用批判性和创造性的法治思维深化改革、推动发展、化解矛盾、维护稳定。

嵌入批创思维的中职旅游教育实践课程构建——以中职《导游业务》课程为例

近年来,学生批创思维的培养已成为我国教育总体战略的重要目标之一,受到国内外教育教学领域诸多学者的广泛关注。作为我国教育重要组成部分之一的职业教育,在创新综合应用型人才的培养中扮演着重要角色,而现有职业教育关于批创思维的研究却十分匮乏。本文通过阐述融入批创思维的教学现状,分析项目教学法中引入批创思维的可行性,试图将批创思维嵌入中职旅游课程教学,拟以《导游业务》课程为例,尝试进行课程建构,为中职院校教学改革提供参考。研究发现:融入了批创思维理念的中职旅游课程教学,一方面能激发学生的学习兴趣,增强其主观能动性;另一方面还能有效提高学生的理论水平和实操技能,培养协作能力、团队精神、思辨能力以及解决问题的应变能力等,这有益于学生的全方位发展。

A comparative study of how Chinese ESL students and American students work on the same writing assignment that involves critical thinking

The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the similarity and difference between English composition teaching in China and English composition teaching in America in regarding to incorporating critical thinking, as reflected in the use of this assignment. The study uses descriptive analysis of student writings as well as quantitative analysis of questionnaires, student grades given both from the author and several other researchers who are invited to participate in the study. The cognitive abilities in critical thinking basically consist of logical thinking, dialectical thinking, and creative thinking abilities. The study reveals that Chinese students＇ works generally flow well and they use a language that is coherent and clear. However, the study also reveals that Chinese students have difficulties in implementing critical thinking at English composition learning, and the difficulties lie in creative and dialectical thinking. To cultivate critical thinking, we need to employ affective strategies, meta-cognitive strategies-macro-abilities, and cognitive strategies-micro-abilities. The paper concludes by giving concrete examples in the area of cognitive strategies-micro-abilities in order to cultivate critical thinking.

From Critical Thinking to Artful Communication： Inspirations from Dewey＇s Theory of Communication

The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.

开发批判性讨论能力的语用论辩路径

开发批创思维能力是当代教育改革的主要目标之一。这种能力的核心包括论证的分析、评价与构建能力。为了实现这一目标,论证理论家们给出了诸多方案,如非形式逻辑与批判性思维,而语用论辩学无疑是具有较大国际影响力的方案之一。语用论辩学能够较好地开发学生的批判性讨论能力。语用论辩学是完善论证实践与批判性反思论证性话语的主要途径之一。语用论辩学为批判性讨论能力提供了测试的工具与方法。