共查询到20条相似文献，搜索用时 15 毫秒
1.
Martin Davies 《高等教育研究与发展》2013,32(4):529-544
This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills. 相似文献
2.
Kuay-Keng Yang Ling Lee Zuway-R Hong 《International Journal of Science Education》2016,38(13):2133-2151
The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students’ creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N?=?20) and one comparison group (N?= 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students’ creative science thinking. 相似文献
3.
批判性是思维的重要品质之一 ,批判性思维的过程是创造性的思维过程。批判性思维有助于学生创造精神的培养。引导和渗透是培养学生批判性思维的主要渠道。“问题探究式”教学、教会学生质疑、重视错例分析、探讨原始问题等都是培养批判性思维的可行途径。 相似文献
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5.
目前国内的三维动画课程教学均以软件操作学习为主,过于重视三维技术的学习,忽略了对学生创造性思维的培养。所以,动画专业的课程教学需要进行有针对性的改革,并培养学生的艺术素养、激发学生的自我思考能力和三维图形思维拓展能力。文章通过对三维图形思维拓展概念的解读和三维课程课堂教学改革的初步探索,创造了三维图形思维拓展教学改革"三步走"的方法,分析了基于三维图形思维拓展的实践过程和效果,从而奠定了课堂改革的基础,确定了三维动画教学改革的方向。 相似文献
6.
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
7.
Fostering and enabling critical and creative thinking of students is considered an important goal, and it is assumed that in particular, talented students have considerable potential for applying such high-level cognitive processes for learning in classrooms. However, Chinese students are often considered as rote learners, and that learning environments at Chinese schools will not allow thinking critically and creatively. The present exploratory study examines these assumptions with students at top-ranking middle schools in mainland China who have been selected for their high achievement scores in the examinations required for acceptance to such schools. Our findings in eight large mathematics classrooms (n = 381) strongly suggest that it is possible to acquire knowledge by thinking critically and creatively in these traditionally instructed classes, and that higher achieving students use such processes more intensively than lower achieving students. In addition, the study provides pathways for promoting these high-level cognitive processes for learning in particularly with lower achieving students. Finally, the results indicate that the extracurricular activities that are prescribed to all students at Chinese middle schools should be redesigned to offer more opportunities for critical and creative thinking. 相似文献
8.
创造性思维是多种思维的综合表现。创造性思维的培养 ,主要是培养学生创造性思维品质和创造性思维方法。课堂教学的民主气氛是培养创造性思维的关键 ;发散思维的培养是重中之重 ;培养直觉思维 ,孕育灵感的萌芽 ;构建知识网络 ,重视横向思维 ;理论联系实际 ,积极开展第二课堂教学 相似文献
9.
方菊 《南昌教育学院学报》2012,(5):159+174
思辨能力是外语类大学生应当具有的一项重要能力。然而外语专业学生却普遍被认为缺乏创造性思维能力,即所说的"思辨缺席"。通过口译教学,培养学生自发探寻有效的学习策略和应对策略,则能够在一定程度上促进学生在这方面能力的提高。 相似文献
10.
英语阅读教学与批判性、创造性思维能力的培养 总被引：1，自引：0，他引：1
伍素芬 《教学研究(河北)》2003,26(3):236-238
作为人类思维的重要组成部分,批判性和创造性思维对于科技发展,经济增长,社会发展和人类进步起着重要的作用。我国现阶段的英语阅读教学对培养学生的批判性和创造性思维重视不够。本文探讨了这两种思维的含义,并讨论了如何在阅读教学中培养学生的批判性和创造性思维。 相似文献
11.
《The Journal of educational research》2012,105(6):700-709
AbstractThis article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) program in developing English as a Second Language (ESL) students’ thinking skills and English competence in Hong Kong. In the study, training and support were provided for two English teachers to enable them to teach PIS to their Secondary 4 ESL students during English lessons. The students were found to be capable of reasoning and arguing about philosophical problems arising from various stimuli prepared by their teachers according to the English curriculum. Also, PIS was found to play an important role in promoting the students’ critical and creative thinking and enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the English curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students. 相似文献
12.
《Journal of Vocational Education & Training》2012,64(21):112-125
Summary
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A.Drawbacks to attending evening classes
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(i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).
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(ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.
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(iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.
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B. Incentives to attending evening classes
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(i) The main incentive was item 1 (it will be useful in getting a better job).
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(ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.
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(iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.
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(iv) All courses except the domestic ones made similar choices in this question.
13.
郑晓菊 《潍坊教育学院学报》2011,(6):28-30
新课程强调学生创新思维的培养,而批判性思维是创新思维的基础。在"教学论"中注重培养学生批判性思维能力,有助于他们掌握主动学习的思维方法,不断提高创新思维能力。 相似文献
14.
黄金书 《南阳师范学院学报》2010,9(12):93-95
量子力学作为现代物理学的基础课程之一,其中包含了很多观念上的革新和方法上的突破.从微观粒子波粒二象性本质的确立、波函数假设和薛定谔方程的提出、电子自旋假设的引入和对应原理的作用等方面进行了详细的分析,并从师生两个方面就课程教学中如何培养学生的创造性思维提出了一些具体的要求. 相似文献
15.
邱文绍 《新疆教育学院学报》2012,(3):50-54
现代科学教育的根本是对被教育者创新精神、创造性思维能力的培养,也是全面实施素质教育的重要内容之一.文章就物理中“动”和“静”的问题,对学生发散思维的变通性能力的培养进行了探讨. 相似文献
16.
Mark D. Halx 《Teaching in Higher Education》2013,18(5):519-530
In this paper, I advocate for enhancing critical thinking skill development in undergraduate education by taking advantage of the increased experiential maturity of today's students. I argue that many undergraduates are in fact ‘adults’, by virtue of their age or experiential maturity, and they should be educated as such. Undergraduates who have not yet transitioned into ‘adulthood’ would also benefit greatly from exposure to the adult education teaching techniques that emphasize critical thinking development. The demographics of higher education today demand a reexamination of outdated pedagogical practices. Considering college and university students to be the adults that most of them are, or soon will be, would more effectively educate all of today's undergraduate students. 相似文献
17.
创造性思维是人类发展所需的必要能力,可以帮助人们适应不断变化的世界和应对充满挑战的未来。经济合作与发展组织确定在PISA 2021中增加对创造性思维能力的评估,其发布的《PISA 2021创造性思维评估框架草案(第三版)》明确阐述了创造性思维的内涵、表现形式和促成因素,以系统的通用框架、科学简易的"三维度四领域"能力模型向公众提供了一个操作性强的评估系统。通过此次评估,各参与国家和地区可获得学生创造性思维能力的可比数据,为未来教育政策的制定和教育实践的改进提供支持。基于PISA的经验,为了更好地评估和培养学生的创造性思维,我国可借鉴创造性思维能力模型,细化学科核心素养的考查;构建创造性课堂,加强学校创新氛围的建设;在课堂教学中以真实情境和实际问题为载体,培育和评价学生的创造性思维。 相似文献
18.
何芸 《南昌教育学院学报》2012,(6):67-68
素质教育的重点是培养学生的创新精神和实践能力,这离不开批判性思维的教学,因此需要教师具有批判性精神和批判性思维。在"高师公共教育学"中注重师范生批判性思维的培养,有助于他们学以致用,创新教学,适应课程改革的需要。 相似文献
19.
At the University of Electro‐Communications instruction is given on fundamental electricity in accordance with the educational principles derived from the philosophy of ‘Zen’. On the technical side, CCTV interphones and other audio‐visual aids are employed. In particular, we have inaugurated a remote instruction method called ‘TV‐Interphone’, abbreviated to T.I. method, through which we give personal guidance to students in the conduct of their experiments. Data from the experiments are fed into a computer which was installed in the laboratory for control processing
Three courses are provided:
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1. Electrical Measurements and Characteristics of Analogue and Digital Circuits.
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2. Electrical Measurements and Characteristics of Advanced Analogue Circuits
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3. Design and Experiment
20.
从认知学习到意义建构--大学英语教学中如何培养学生的自主学习能力 总被引：2，自引：0，他引：2
认知学习理论认为,教学的任务是通过指导学生完成最恰当的认知过程来促使学生最好地使用其认知结构,从而使认知结构得到最恰当的发展.建构主义学习理论突出了学习者的主体作用.在大学英语教学中,除了使学生掌握基本的英语语言知识和技能,更重要的是培养学生的英语创新思维能力.在教学过程中,教师要调动学生思维,使学生学会学习.主动参与是创新学习的前提和基础,是学生自主学习的一种能力. 相似文献