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曾跃霞 《郧阳师范高等专科学校学报》2001,21(1):95-97
群体思维(Group think)容易导致错误的决策和行为的主要原因,是因为有高度凝聚力的群体、群体领导人权威和群体决策内容的重要性所致.为了防止群体思维,就必须走群众路线,使群体的决策过程民主化、科学化. 相似文献
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李淑环 《河北师范大学学报(教育科学版)》1998,(3)
单位领导在经济改革的大潮中,要想能做出更准确、更合理的决策,增强在市场经济条件下的竞争能力,必须注意防止群体思维现象的出现.教育工作领导者也应注意这个问题. 相似文献
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郑传芹 《郧阳师范高等专科学校学报》2003,23(6):78-81
决策的民主化、科学化能有效地防止因决策失误而受到的损失．群体决策一般都能很好地防止个人主义和群体思维，使决策符合事物本身发展的规律．在群体决策能力的测量过程中，碰到了很多理论和技术上的问题，需要从定性的分析上解决对群体决策的重新认识，才能建构测量的数学模型． 相似文献
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论述了：（１）学生群体思维的特点；（２）数学教学中群体思维的引导与调控；（３）如何正确处理群体思维活动中＂个体＂与＂群体＂之间的关系． 相似文献
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任何一份期刊的成功编辑、出版、发行都是集体智慧的结晶，为了进一步提高办刊质量，编辑部必须充分发挥编辑个体和编辑群体的优势。本文从编辑个体思维和群体思维的特点入手，论述了提高编辑个体思维和群体思维能力的途径以及两者相结合的形式，以期为调动办刊力量，提高办刊水平提供有益的启示。 相似文献
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群体思维和个体思维是课堂教学中两种常见的思维方式.群体思维着眼于课堂整体,重视教师权威及其对课堂教学的控制,容易导致忽视学生的个性与主体性;个体思维聚焦学生个体差异,强调以学生为中心,主张将课堂还给学生,充分发挥学生的主体性,但易使教学异化为个体化、竞争性的学习过程.这两种思维的对立和紧张本质上反映了课堂教学中"集体统... 相似文献
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在社会中,人总是作为群体形式而存在的。人的思维表面上是在个人头脑中进行的,但是从本质上来说它并不是个人的,它仅仅作为无数亿过去、现在和未来的个人思维而存在。人的思维是社会思维。所谓社会思维,是指人作为集体主体对客观现实的反映,是在人类社会实践和社会关系的基础上,个体思维之间、个体思维与群体思维之间以及群体思维之间交互作用,多元复合的观念运动体系。 民主集中规律是社会群体思维运动的普遍规律。民主——集中——民主的规律是关于个体思维和群体思维相互作用、相互转化的规律。任何社会组织、群体或学术研究群体… 相似文献
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Hava E. Vidergor 《Curriculum Journal》2018,29(1):95-115
The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem-solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed. 相似文献
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开展群文阅读,能提升学生的阅读效率,培养学生良好的阅读思维和人文素养。而在群文阅读中融入读写结合的教学模式,能将阅读、写作、思维训练等融合起来,促进学生阅读思维、表达能力、语言构建与运用能力等语文核心素养的全面发展。文章针对初中语文群文阅读教学现状,探究读写结合教学模式在群文阅读中的有效应用。 相似文献
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The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them showed the interest to investigate the combined effect of these two thinking skills teaching, especially its synergy. Therefore, present study aimed to discuss the synergy of critical thinking and creative thinking, and investigated the joined effect of these two methods of thinking in the courses of ‘Integrated Activity courses’. Not only the separate influence but also the synergy would be our interests. Moreover, the outcome would also be compared with the learning result of single creative thinking skill teaching. Participants were 147 male students and 118 female students of ninth grade from 8 intact classes in a public middle school in Taiwan, the number of total participants were 265. Experimental design was ‘nonequivalent control group pretest/post-test quasi-experimental design’. Participants were assigned into three groups, three intact classes for creative thinking teaching group (EG1), three intact classes for ‘critical thinking and creative thinking combined teaching group (EG2)’ and two intact classes for regular teaching method group (watching video, control group). All participants took the assessment ‘The New Creative-Thinking Testing’ and ‘The Critical-Thinking Testing, Level 1’ after receiving the courses as post-test. Data were analysed statistically by one-way ANCOVA. The results showed that:
Regards to the performance in Integrated Activity courses, no significant difference was found among students in EG1 and those in EG2. However, the students in both experimental groups got higher scores than those in control group did.
As for the ability of critical thinking, students in EG2 got higher score than those in EG1 and CG did, but no difference was found among the students in EG1 and those in CG.
In respect of originality, students in EG2 got higher score than those in EG1 did, the influence of critical thinking was significant.
Theoretical and possible applications of the results were also discussed. Present study not only manifests the correlation between creative thinking and critical thinking, but also provides the empirical data for synergy in actual pedagogical situations. 相似文献
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论教师思维的异化及其超越路径——文化哲学视角 总被引：1，自引：0，他引：1
从文化哲学的层面来看,教师的思维理应属于非日常思维而具有理性、自为性、开放性等特性。由于受传统文化的制约、作为普通人与作为教师这一特殊群体的内在冲突等各方面的原因,教师的思维很容易由非日常思维异化为日常思维。实现教师思维的超越,内在方面要通过教师自身的文化反思,外在方面则要对教师进行文化启蒙与加强制度规范。 相似文献
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为了探讨PBL教学法在肠梗阻临床见习的应用效果,将2018年进入临床见习的60名临床专业本科生随机分为PBL教学组和对照组,前者针对肠梗阻进行PBL教学,对照组实施常规临床带教模式。教学结束后对两组学生进行理论知识考核,同时发放教学问卷,对学生临床思维能力等培养效果的评价进行对比。结果PBL组学生在理论及临床思维能力方面均明显优于对照组,P<0.05,差异具有统计学意义。这表明运用PBL教学方法能够有效培养学生的临床思维能力。 相似文献
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This article describes the Biology Critical Thinking (BCT) project in which carefully designed activities for developing specific critical thinking skills are incorporated into the biology curriculum. The objectives were to find out whether the BCT project contributes to the development of critical thinking skills in various biological and nonbiological topics and how it affects students' biological knowledge and classroom learning environment. The study consisted of 678 seventh graders who were assigned randomly into two groups that studied the same seventh-grade biology textbook. Only one group, the experimental, completed the BCT activities. The results indicate that the students in the experimental group improved their critical thinking skills compared to their own initial level and compared to their counterparts in the control group. Improved critical thinking skills were observed in a new biological context and nonbiological everyday topics, suggesting generalization of thinking skills across domains. The experimental students scored significantly higher than the control on a knowledge test, suggesting that “knowledge of facts” as one educational goal and “learning to think” as another, need not conflict, but rather can interact with each other. Finally, the results show that BCT involvement decreased the frequency of teacher-centered teaching and enhanced student-centered, more active learning. 相似文献
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Angela K. Salmon 《Early Childhood Education Journal》2008,35(5):457-461
Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author
embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering
the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to
engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating
teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking
visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines
build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive
and critical thinking skills which make them more alert to situations that call for thinking. 相似文献
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This paper offers a critical review of the issue of assessing the quality of group thinking, describes the development of a Group Thinking Measure that fills a gap revealed by the literature and illustrates the use of this measure, in combination with interpretative discourse analysis, as a way of distinguishing those behaviors that add value to group thinking from those behaviors that detract value. The Group Thinking Measure combines two tests of equal difficulty, one for individual use and one for use by triads. This enables a measure not only of how well groups are thinking together but also a correlation between individual thinking and group thinking. This innovation gives an indication of whether or not working in a group adds value and so the extent to which a classroom culture supports collaborative thinking. 相似文献
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Zeki Arsal 《International Journal of Science Education》2013,35(10):1326-1338
ABSTRACTIn the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research. 相似文献