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1.
批判性思维培养对大学生的创新精神和创造力发展具有十分重要的作用,而对批判性思维能力的评价是培养过程中的一个重要环节。通过采用"加利福尼亚批判性思维倾向测量表"和"加利福尼亚批判性思维技能测试"对一所"双一流"建设高校不同年级学生进行批判性思维能力的调查评价,发现学生广泛具有良好甚至较强的批判性思维技能,但有超过26%的受调查学生不具备批判性思维倾向或气质。因此,建设"双一流"高校在培养大学生批判性思维能力,尤其是批判性思维倾向方面还有较大的提升空间。据此提出培养大学生批判性思维能力的策略和建议。  相似文献   

2.
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.   相似文献   

3.
It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. This study aimed at investigating the relationship between critical thinking skills and in‐class questioning behaviours of English Language Teaching (ELT) students at the Faculty of Education at Mugla University. The authors attempted to find out answers to the following questions: ‘What kinds of questions do students in lower and higher critical thinking groups ask?’ and ‘Is there a difference between the questions of students with higher and lower critical thinking scores?’ Three data collection instruments were used: Ennis‐Weir Critical Thinking Essay Test; a reading passage; and a structured interview. The findings obtained suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly. Moreover, these students ask questions to find alternatives, to think the reverse and to head for new ideas. The students in the higher score group experienced thinking processes more intensively than the lower score group.  相似文献   

4.
Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.  相似文献   

5.
In this study, we investigated-secondary school students’ perceptions of their constructivist learning environment in Liberal Studies, and whether their perceptions were related to their critical thinking ability. A convenience sample of Secondary Three students (N = 967) studying Liberal Studies in Hong Kong participated in this research by completing a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. Students perceived their learning environment to be moderately constructivist in nature. Both age and school banding differences were identified in that younger students and students in band 1 schools tended to perceive a higher degree of constructivist characteristics in their learning environment. Multiple regression analyses indicated that three of the five scales of CLES were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability, while Personal Relevance and Critical Voice were positively related to critical thinking ability. Findings of the study are discussed with reference to developing students’ critical thinking ability in Liberal Studies classrooms.  相似文献   

6.
ABSTRACT

This study introduced an instructional pattern that integrated the framework of the International Critical Thinking Reading and Writing Test (ICTRWT), designed by Paul and Elder, into a tertiary English as a Foreign Language (EFL) argumentative writing course. To measure the effects of the instructional pattern, a mixed methods approach was adopted. Two groups of students were involved in the experiment, with the treatment group receiving the instructional intervention and the control group receiving regular instruction in a tertiary argumentative writing course. A critical thinking test and a writing test were used to investigate the effects of the treatment, and questionnaires and interviews were also employed to examine students’ attitudes toward the instructional pattern. The quantitative statistic data reveals that students who received the instructional treatment outperformed the students in the control group in terms of overall critical thinking skills and skills of identifying and evaluating the elements of thoughts. Meanwhile, the treatment group also performed better with regard to overall writing ability, organization and coherence. Additionally, the data gained from the questionnaires and interviews suggest students’ general positive attitudes toward the instructional pattern.  相似文献   

7.
ABSTRACT

The author explored the developmental courses of deep learning approach and critical thinking over a 2-year period. Latent growth curve modeling (LGM) procedures were used to test and trace the trajectories of both theoretical frameworks over time. Participants were 264 (119 women, 145 men) university undergraduates. The Deep Learning subscale of Biggs's (1987) Study Process Questionnaire and the Critical Thinking subscale of the Reflective Thinking Questionnaire (Kember et al., 2000) were administered to the participants across four waves of data collection. Results of the LGM analyses indicated the growth of change of deep learning approach increased over time, whereas critical thinking practice decreased. Further multivariate growth curve analysis revealed an interactive, dynamic association between the intercept of critical thinking and the slope of deep learning approach. This evidence supports previous research findings, indicating that critical thinking may serve as an informational source in students’ engagement in deep learning approach.  相似文献   

8.
Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach.

Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour.

Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β?=?0.380; t?=?5.263; P?β?=?0.182; t?=?2.081; P?Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation.

Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions.

Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach.  相似文献   

9.
To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking.  相似文献   

10.

This study examines the critical thinking (CT) dispositions of 202 preservice physical education students in the US. All were juniors or seniors and enrolled in physical education secondary teaching methods classes. Results provided evidence of a positive inclination toward CT on six of seven subscales and the total score of the California Critical Thinking Dispositions Inventory (CCTDI). When compared with other university populations, the preservice physical education sample generated higher scores than community college students, but were generally outscored by students from a private 4-year university cohort. Knowledge of the CCTDI data can be used to assist physical education teacher educators as they prepare teachers capable of fostering CT in their students.  相似文献   

11.
文章基于对Paul批判性思维模型及其在线学习模型的改进,构建了一个用于异步在线交流的提问交互模型,以促进网络社区中学习者批判性思维的发展。该模型在批判性思维教学方面的有效性已经得到初步证实。  相似文献   

12.
ABSTRACT

This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9–12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r?=?0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347)?=?296, p?<?0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (η2 p?=?0.46). Also recorded were significant main effects of school location (F(1, 347)?=?10.2, p?<?.05) and parental educational status (F(1, 347?=?3.37), p <?0.05) on students' attitude to science with weak effect sizes (η2 p?=?0.029 and η2 p?=?0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored.  相似文献   

13.
英语专业学生的"思辨缺席症"的原因主要体现在学习目标不清、教学方法的误导和知识面狭窄等方面,思辨能力的培养能有效改善英语专业学生的"思辨缺席症"。从设置真实写作任务、注重同伴反馈与讨论和建立写作手册等方面阐述如何培养学生的思辨能力。培养学生的分析能力、思辨能力和解决问题的能力,从而提高英语写作水平。  相似文献   

14.
One of the skills that can be taught in an English proficiency class that adopts literary texts for teaching the language is critical thinking. The background, characters and their motives are among those that invite critical inquiry and interpretation. Although it has been claimed that discussing literary texts in the traditional way can help develop students’ critical thinking skills, it is yet to be proved whether the use of a teaching aid can help the process. This study is, therefore, carried out to see if the use of computer software can help to develop such skills. It specifically looks at the potential of a literary text, Othello, and a concordancer in developing and enhancing critical thinking abilities of 40 English as a Second Language (ESL) students at the International Islamic University Malaysia. An experimental study was carried out, where an experimental group was exposed to text analysis using a concordancer whilst the control group analysed the text manually. The Cornell Critical Thinking Test was used to analyse the critical thinking ability of the students. The experimental group outperformed the control group in all the subscales measured, but the percentage of variance in the scores was low.  相似文献   

15.
Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self‐presentation of low achievement, academic engagement, academic initiative, and self‐regulation, above and beyond academic self‐efficacy, among a diverse sample of urban youth. With a sample of 135 eighth‐grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students’ endorsement of masculinity ideology predicted the criterion variables above and beyond academic self‐efficacy. The sample was comprised of 54 girls and 74 boys ages 12–14 years (M = 13.14; SD = .37). Results showed academic self‐efficacy significantly predicted academic engagement (B = 1.26; β = .53, p < .001; f2 = .39), academic initiative (B = .98; β = .37; p < .001, f2 = .16), and behavioral regulation (B = .61; β = .24; p < .05; f2 = .09) and explained an additional 8 and 10% of the variance in self‐presentation of low achievement (B = .54; β = .33; p = .001; f2 = .14) and academic skepticism (B = .56; β = .35; p < .001; f2 = .15), respectively, over and above academic self‐efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self‐presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self‐efficacy and, perhaps more important, addressing masculinity ideology.  相似文献   

16.
In light of the paramount value placed on critical thinking (CT) in higher education and the scarcity of research into the use of cinematic adaptations to this end, this study investigated the incorporation of film into the source literature to hone students’ cognitive skills in the areas of analysis, inference, evaluation, induction, and deduction. Participants were 50 third-year students of English as a foreign language (EFL) enrolled in a university in eastern Algeria for academic year 2015–2016. During the fall semester, the treatment group (n = 24) and the control group (n = 26) took a regular literature course. In the spring semester, the treatment group took a film-literature course and the control group, a reading-only course that drew on Facione's IDEAS critical thinking model. The California Critical Thinking Skills Test (CCTST) was used as a pretest and posttest. Empirical findings indicated that both groups performed on par in all cognitive areas of CT with the exception of inference, wherein the film group outperformed the reading-only group in this dimension.  相似文献   

17.
Abstract

Singapore’s strong performance in international benchmarking studies – Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) – poses a conundrum to researchers who view Singapore’s pedagogy as characterized by the teaching of facts and procedures, and lacking in constructivist learning principles. In this paper, we examine the impact of different curriculum innovations on critical thinking as measured by the Watson-Glaser Critical Thinking Assessment – UK (WGCTA-UK). This includes two innovations that are subject-specific and short-term, one that strongly infuses the arts into the curriculum throughout the whole course of study, and the innovation of the Integrated Programme (IP) which allows academically stronger students to skip the GCE “O” Levels and enter directly into the next level of education, with the time previously allocated to exam preparation now spent on greater breadth in the academic and non-academic curriculum. This paper takes the sociocultural approach to investigate the contexts, process, and outcomes, reports the state of critical thinking, and sheds light on how critical thinking is being promoted. Through our analysis, we find support for the claim that only curriculum that is rigorously designed to foster critical thinking competencies will reap the intended student outcome.  相似文献   

18.
The study investigated the influence of metacognition on critical thinking skills. It is hypothesized in the study that critical thinking occurs when individuals use their underlying metacognitive skills and strategies that increase the probability of a desirable outcome. The Metacognitive Assessment Inventory (MAI) by Schraw and Dennison (Contemporary Educational Psychology 19:460–475, 1994), which measures regulation of cognition and knowledge of cognition, and the Watson-Glaser Critical Thinking Appraisal (WGCTA) with the factors inference, recognition of assumptions, deduction, interpretations, and evaluation of arguments were administered to 240 college students from different universities in the National Capital Region in the Philippines. The Structural Equations Modeling (SEM) was used to determine the effect of metacognition on critical thinking as latent variables. Two models were tested: (1) In the first model, metacognition is composed of two factors while (2) in the second model, metacognition has eight factors as they affect critical thinking. The results indicated that in both models, metacognition has a significant path to critical thinking, p?<?.05. The analysis also showed that for both metacognition and critical thinking, all underlying factors are significant. The second model had a better goodness of fit as compared with the first as shown by the RMSEA value and other fit indices.  相似文献   

19.
研讨课的本质在于让学生学会批判性的思维,开启新的认知与实践,专门的“批判性思维”课程更好地体现了研讨课的这一本质。通过对批判性思维的全面探索和深入考察可以更好地把握研讨课的目标及要求。本文为《Seminar课程的研究与实践报告》的研究报告,主要阐述了该课题的研究背景、意义、主要内容、方法,总结了研究的主要结论,重点探讨了批判性思维课程中存在的问题与对策。  相似文献   

20.
The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three questionnaires. To gauge reflective thinking, the “Reflective Thinking Questionnaire” designed by Kember et al. (Assess Eval High Educ 25(4):380–395, 2000) was utilized. It includes 16 items measuring four types of reflective thinking (habitual action, understanding, reflection, and critical reflection). To assess critical thinking, the “Watson–Glaser Critical Thinking Appraisal”(2002) was utilized. It comprises 80 items and consists of 5 subtests (inference, recognizing unstated assumptions, deduction, interpretation, and evaluation). Self-monitoring was measured via 8 items of the self-regulation trait questionnaire designed by O’Neil and Herl (Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, 1998). The results demonstrated that critical thinking and all components of reflective thinking positively and significantly predicted achievement with habitual action having the lowest impact and reflection exhibiting the highest influence. Self-monitoring indirectly exerted a positive influence on achievement via understanding and reflection. It was also found that among the four subscales of reflective thinking, reflection and critical reflection predicted critical thinking positively and significantly. Self-monitoring had a positive and significant impact on critical thinking. It also significantly and positively influenced understanding as well as reflection.  相似文献   

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