Critical Thinking Development in High School Literature Education: The Students’ Point of View

Abstract

In the world, critical thinking has been researched, educated and practiced from past to present. In Vietnam today, critical thinking has become a quality and capacity that needs to be formed and developed in learners in education and training, which is being fundamentally and comprehensively innovated. This study applies systems theory, critical theory and functional theory and questionnaire survey method to 623 10th grade and 12th grade students of a high school in Hanoi to clarify the development of critical thinking. Most of the students surveyed recognized the content and manifestations of critical thinking with the basic function of solving problems, appreciated the need to develop critical thinking, and all evaluated themselves. Appreciate certain progress in developing critical thinking. The majority of surveyed students chose the most appropriate measure to organize literature education with the goal of developing students' critical thinking. The differences discovered from the perspective of 10th graders and 12th graders may reflect the positive role of education in general and high school Literature education in particular to develop students’ critical thinking.