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《教育研究与评论(中学教育教学版)》2019,(8)
批判性思维是一种自觉通过质疑、查证和推理考察论证的合理性从而决定信什么和做什么的思维。无论是高考还是中考,都非常看重学生的思维能力。批判性思维渗透在日常作文教学中能提升学生的思维品质。教师有意识地让批判性思维的方法渗透在自己的教学中,能够让学生打破思维定式,获得更广阔的思维空间。 相似文献
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一般地说,人类思维活动可分为逻辑思维和非逻辑思维两种形式。所谓逻辑思维是指遵循严密的逻辑原则,通过逐步推理的方式,得出符合“二值”逻辑的必然性结论的思维形式。它进行的模式是阶梯式的,一次只前进一步,包含着一系列严密、连续的归纳或演绎过程。在它的进行过程中,主体能充分地意识到过程所包含的知识与运算,并能用语言将该过程清楚地表述出来,达到非真即假,非假即真的清晰度。因此,我们又可把这种思维形式称之为清晰思维。非逻辑思维包含模糊思维,所谓模糊思维是指不必经过明 相似文献
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徐冬海 《淮阴师范学院学报(哲学社会科学版)》1997,(4)
并非所有的推理都是必然性的推理，除了必然性推理之外，在实际思维中还存在着大量的或然性推理。或然性推理种类不一，形式也各异，它们主要有：或然的直言推理、或然的关系推理、或然的选言推理、或然的假言推理、或然的归纳推理和类比推理。或然性推理的最大特点是结论可假性，正因为这一点，或然性推理受到了许多指责与歧视，然而，在实际思维中，人们经常用到或然性推理，而且或然性推理往往同知识的增长有关，因此，重视研究或然性推理有着不可忽视的理论意义和实践意义。 相似文献
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<正>人们对事物作出判断的思维,按其真伪的可能性可分为两种:一种是用演绎推理的思维形式作出判断的思维,这是一种必然性推理的思维;另一种是按照自己的知识经验或感觉基础上的主观意愿作出判断的思维,这种判断是或然性的,作出这种判断的思维叫做合情思维. 相似文献
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王建新 《读与写:教育教学刊》2022,(10)
在小学数学教学中,主要在于小学生数学推理能力的实践培养。小学教育部应该明确数学教学的培养目标,培养学生的数学推理实践能力,使学生对于教材内容有良好的掌握和理解,更需要学生在日常的数学课堂中不断加强自己的思维锻炼,提升自身的数学推理能力,使学生能够举一反三,充分开发学生的思维空间,使学生能够形成属于自己的推理思维系统,能够自己分析问题,独立推理。本文从目前小学数学教学的现状入手,分析了基于问题导学视角培养小学生数学推理能力的实践意义,并探究了其具体的培养策略。 相似文献
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回溯推理的另类研究 总被引：1，自引：0，他引：1
王源生 《湘潭师范学院学报(社会科学版)》2002,24(4):36-39
回溯推理可分为一般回溯推理和特殊回溯推理，一般回溯推理是或然性推理，特殊回溯推理是必然性推理，回溯推理是一种独特的推理形式，在一定程度上丰富了推理的内容。 相似文献
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Research on adolescent problem solving was extended into the domain of statistical reasoning and potential biases in reasoning. In Experiment 1, adolescents solved everyday reasoning problems dealing with the "law of large numbers" and the "intuitive analysis of covariance." In each problem, evidence was presented that portrayed each participant's dominant career goal favorably or unfavorably. In Experiment 2, adolescents and young adults were presented "law of large numbers" evidence that was goal-threatening, goal-enhancing, or goal-neutral. In both experiments, statistical reasoning could be used to discredit the evidence. Results indicated that (1) adolescents and young adults found goal-enhancing evidence more convincing than goal-neutral evidence which, in turn, was perceived more favorably than goal-threatening evidence; (2) statistical reasoning was more frequent on goal-threatening problems than on goal-neutral and goal-enhancing problems; (3) intellectual ability was unrelated to the biases in adolescents' reasoning; (4) verbal ability was linked to "law of large numbers" reasoning, but no cognitive ability was systematically correlated with "analysis of covariance" reasoning; and (5) law of large numbers reasoning of young adults was superior to that of adolescents, but young adults were no less biased in their reasoning than adolescents. The potential functions and consequences of adolescents' biased reasoning, the relation of everyday reasoning to general intellectual abilities, and the influences of motivation and depth of processing are discussed. 相似文献
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The everyday conversations that occur between mothers and children, particularly those involving reasoning, are a major vehicle for the transmission of information and values to young children. This study explored the manner in which five Australian Chinese mothers engaged in reasoning talk with their preschool-aged children. A total of 83 instances of spontaneous reasoning talk were identified and analysed according to the manner in which the mothers justified their claims or statements, using Hasan’s reasoning structure framework to underpin the analysis. Both regulatory and nonregulatory contexts were analysed. The analysis revealed that in regulatory contexts, where a child’s behaviour is being controlled (for example, “eat up your dinner quickly”), mothers provided more socially based reasons to justify their directives. In nonregulatory contexts, such as shared reading, they used more logical reasoning based on universal laws of nature. The findings suggest that the reasoning talk that takes place between mothers and children provides a rich opportunity for mothers to convey their values to their children, with implications for children’s learning across a number of domains. 相似文献
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Practical reasoning is a fundamental competence required for everyday decision-making as well as for the production of scientific knowledge. However, very little attention is given to developing this competence in school science classrooms or in educational research programs. In this paper we explain the tradition of practical reasoning and its relevance to science and science education. We then suggest ways in which practical reasoning may be developed in students such that they are enabled to better understand how scientific knowledge is produced and how they may be better able to contribute to improving scientific practices. 相似文献
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论近代科学的数学化 总被引：2，自引：0，他引：2
陈嘉映 《华东师范大学学报(哲学社会科学版)》2005,37(6):27-37
近代科学在某种意义上经历了一个数学化的过程。数学的最大特点在于进行长程推论而不失真,因此科学可以借数学语言通达感官远远不及的世界而保持真实。但反过来,数学对理解充满感性的日常世界只有很少的、间接的帮助。 相似文献
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Analogical reasoning is believed to be an efficient means of problem solving and construction of knowledge during the search
for and the analysis of new mathematical objects. However, there is growing concern that despite everyday usage, learners
are unable to transfer analogical reasoning to learning situations. This study aims at facilitating analogy use for conjecturing
in discourse-rich mathematics classrooms. We reconceptualized one of the traditional perspectives on analogical reasoning,
called classical analogy, as a more dynamic one by providing learners with the opportunity to choose a target object and its
property. While shifting attention to particular aspects of mathematical activity, we observed and analyzed how students became
aware of hidden relational similarities and utilized them while weakening others to make conjectures. The detailed analysis
of the constructs and processes of several similarity-making and conjecturing activities supports the significance of reconceived
classical analogy use in mathematics classrooms. 相似文献
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In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence
of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability
to make scientific arguments in everyday situations. Later studies found that the inadequate ability was associated with the
development of personal epistemology. However, the conclusion is drawn mostly from research with adults or adolescents. This
study attempted to examine the relation between scientific reasoning in informal contexts and the epistemological perspectives
demonstrated by elementary school pupils. Participants of the study were 62 sixth graders who were interviewed to criticize
two science-related uncertain issues. Content analysis showed that most children had developed the absolutist form of personal
epistemology. Chi-square analyses suggested that the more multiplist view toward the certainty of knowledge and the process
of knowing, the better coordination of theory and evidence as well as reflective reasoning. In addition, children’s beliefs
about the certainty of knowledge, source of knowledge and concept of justification were seemingly consistent across different
issues. Nevertheless, content analysis showed that the criteria used to make judgments varied with problem contexts. 相似文献
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Helen Georgiou Manjula Devi Sharma 《International Journal of Science and Mathematics Education》2012,10(5):1119-1142
Thermal physics is in the realm of everyday experience, underlies current environmental concerns, and underpins studies in sciences, health and engineering. In the state of NSW in Australia, the coverage of thermal topics in high school is minimal, and, hence, so is the conceptual understanding of students. This study takes a new approach at exploring conceptions of students with a qualitative analysis facilitated by NVivo complemented with reference to sociocultural ideas of learning. A 2-part pen and paper question was given to 598 first year university students of different educational backgrounds (and therefore physics expertise). ‘The Question’ was based on 2 familiar scenarios and required the selection of a concept first, followed by an explanation. The results showed that concepts were favoured based on a student’s everyday experience and their curriculum through high school, and some were more effective than others in making scientifically congruent responses. The reported thermal physics alternative conceptions were also examined in our sample, and students’ reasoning behind such conceptions indicate that some conceptions do not inhibit scientifically congruent responses whilst others do. The results implicate language and the everyday experiences of the student in the teaching and learning of thermal physics. 相似文献
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Amsterlaw J 《Child development》2006,77(2):443-464
Two studies investigated children's metacognition about everyday reasoning, assessing how they distinguish reasoning from nonreasoning and "good" reasoning from "bad." In Study 1, 80 1st graders (6-7 years), 3rd graders (8-9 years), 5th graders (10-11 years), and adults (18+ years) evaluated scenarios where people (a) used reasoning, (b) solved problems with nonreasoning approaches, or (c) reacted appropriately but automatically to events. All age groups distinguished reasoning from type (b) nonreasoning cases, but age-related improvement occurred for type (c) cases. Study 2 tested 160 1st, 3rd, 5th graders' and adults' evaluation of good and bad reasoning processes, finding 2 developmental changes: initial improvement in discriminating thinking processes by 3rd grade, and emergence of an adult-like, process-focused (vs. outcome-focused) concept of thinking quality by 5th grade. 相似文献
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AbstractThe interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work. 相似文献