戴维教授论文【荐】.docVIP

批判性思维教育理念 戴维·希契柯克(David Hitchcock) （华中科技大学启明学院顾问教授 周文慧、张易凡译 摘要：对一个问题，批判性思维立足于理性地反思它的相关证据来得出判断，即批判性思维“是为了决定相信什么或作什么而进行的合理的、反思性的思维”（恩尼斯）。它包括这样一些技能：澄清意义、分析论证、评估证据、判断论断的合适性和推导有根据的结论。一个“理想的”批判性思维者具有开明和公正的心智，会去搜寻证据，试图掌握全面信息，关注他人的观点及其理由，不做超出证据的断言，而且愿意考虑不同思路并校正观点。批判性思考的过程包括确定和分析问题、澄清意义、收集证据，评估证据、推断结论、考察其他有关信息和作出综合的判断。和对论证的逻辑评判不同，批判性思维超越了单个论证的维度，它有创造性的成分，而且包括了对证据的批判性评估。任何一个教育制度都应该去培育人们具有批判性思维者的知识、技巧、态度和习性，即让他们在需要的时候能够而且善于批判性思维。批判性思维的教育可以通过融入其他学科的教学或者通过专门课程的方式进行。两者各有优缺点，结合更好，但难以实施。在进行专门课程的教学时，应该按具体情境来设计教学、阐明目标、激发学生的兴趣、运用指导框架、培养批判精神、注重深度甚于广度、使用桥接、利用重大时事、使用真实的或现实的例子、谨慎选择例子、提供有指导的练习和及时反馈、检验学生的理解程度、鼓励元认知、考虑情境、避免空洞地使用专业术语和谨慎设计多选题。 关键词：批判性思维；教学方法；素质教育；教育理念；高等教育改革 Critical thinking as an educational ideal Abstract: Critical thinking arrives at a judgment on a question by looking back in a reasonable way at the relevant evidence; it is “reasonable reflective thinking focused on deciding what to believe or do” (Ennis). Its key component skills are those of clarifying meaning, analyzing arguments, evaluating evidence, judging whether a conclusion follows, and drawing warranted conclusions. An ideal “critical thinker” is open-minded and fair-minded, searches for evidence, tries to be well-informed, is attentive to others’ views and their reasons, proportions belief to the evidence, and is willing to consider alternatives and revise beliefs. The process of thinking critically involves problem identification and analysis, clarification of meaning, gathering the evidence, assessing the evidence, inferring conclusions, considering other relevant information, and making an overall judgment. Critical thinking differs from the logical appraisal of arguments in extending beyond a single argument, having a creative component, and involving critical assessment of evidence. Any educational system should aim to teach the knowledge, develop the skills, and foster the attitudes and dispositions of a critical thinker: someone who thinks critically when it is appropriate to do so, and who does so well.