Structured, Analytical and Critical Thinking in the Educational Process of Future Teachers

P. Beno, Patrik Havan, Sandra Sprinková
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引用次数: 2

Abstract

Abstract Introduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge. Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators. Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process. Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.
未来教师教育过程中的结构化、分析性和批判性思维
摘要简介:在这篇文章中,我们想指出斯洛伐克的教育系统正在记录什么样的教学和教学变化,我们将指出它可以在哪里发展,以取得积极的成果。这篇文章是即将发表的关于提供结构化、分析性和批判性思维(SAC)的论文和研究之一。在这篇文章中,我们展示了这种情况是如何变化的,以及我们在教育过程中如何看待学生的态度。接下来,描述了当前教育过程中的问题和不足之处,并定义了如何使用思维的变化来增加动机和改善获取知识的途径。目的:总的来说,有一个共识,即教师能够引导学生解决问题的技能是很重要的(aktaai & Ünlü, 2013)。有人指出,通过正确的教育工具,这些技能可以被激发、发展和提高(Jordaan & Jordaan, 2005)。这篇文章是为各级教育设计的,但我们最关心的是培养未来的教育者。方法:本文描述了有助于提高学生思维素质,从而提高全社会思维水平的方法。本文的灵感来源于历史上的重要人物,以及当今相关的专业人士。批判性,分析性和创造性思维,也基于逻辑和结构化思维,是我们教育过程的主要方法。结论:结论指出了SAC整体发展的必要性。对于普通大众来说,在SAC方面有更好的技能是很重要的,例如,从专家的认知错误的角度来看,在政治素养领域,对错误信息的识别以及对理性思维的更好的一般意识。可以看出,SAC不仅仅是教育,它也密切影响着整个社会。这会影响公司的运营,阻止提供一流解决方案的发展,并将整个公司提升到更高的水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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