学生批判性思维:本质、结构、发展条件

Anastasiia Ostapenko
{"title":"学生批判性思维:本质、结构、发展条件","authors":"Anastasiia Ostapenko","doi":"10.31470/2415-3729-2021-13-191-203","DOIUrl":null,"url":null,"abstract":"The article analyzes and defines the essence of the concept of «critical thinking», presents the structure of critical thinking. The purpose of the article is to reveal the essence of the concept of «critical thinking», to determine its structure and to characterize the conditions of its effective development on the basis of the conducted analysis of the scientific literature. The following methods were used in the study: analysis and interpretation of domestic and foreign philosophical, normative, psychological, pedagogical and methodological literature; analysis and generalization of advanced domestic, foreign and personal pedagogical experience on the research problem. The results. On the basis of the considered position of the theory of critical thinking development according to S. Terno and regularities on which this technique is based, the procedures which belong to the operating block of critical thinking are defined. The essence of the concept of «students’ critical thinking» is interpreted as a system of judgments that is used to analyze things and events with the formulation of sound conclusions and allows students to make sound judgments and interpretations, as well as correctly apply conclusions to situations and problems. The peculiarities of the development of students’ critical thinking include the following: the consistent pattern of dynamics, according to which the number of all subsequent changes depends on the number of changes at the previous stage; the regularity of personality development in the educational process; the regularity of educational process management; the stimulation regularity; the regularity of unity of sensory, logical and practice in the educational process; the regularity of unity of external (pedagogical) and internal (cognitive) activities; the regularity of the educational process conditionality. It is proved that the structure of students' critical thinking consists of three components: motivational, activity, reflexive-evaluative. The author developed a model for the development of students’ critical thinking, the tasks of which are: mastering by students the knowledge of logical, problem, creative thinking; teaching students the basic logical concepts (reflection – denial – criticism – criticism – self-criticism – argumentation – proof – refutation – evaluation – self-evaluation – evaluative judgment); forming the students’ ability to build critical reasoning; teaching students to identify logical errors of critical assessment of the phenomenon, behavior. Conclusions. The results of the study showed that an effective means of managing the process of forming students' critical thinking is the use of techniques and methods for solving problems, and that different forms and methods of teaching are used depending on the content of teaching, teaching aids, the students’ individual characteristics of the study level, and the level of teachers’ readiness to the development of critical thinking of students.","PeriodicalId":340164,"journal":{"name":"Professional Education: Methodology, Theory and Technologies","volume":"38 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Critical Thinking of Students: Essence, Structure, Conditions of Development\",\"authors\":\"Anastasiia Ostapenko\",\"doi\":\"10.31470/2415-3729-2021-13-191-203\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article analyzes and defines the essence of the concept of «critical thinking», presents the structure of critical thinking. The purpose of the article is to reveal the essence of the concept of «critical thinking», to determine its structure and to characterize the conditions of its effective development on the basis of the conducted analysis of the scientific literature. The following methods were used in the study: analysis and interpretation of domestic and foreign philosophical, normative, psychological, pedagogical and methodological literature; analysis and generalization of advanced domestic, foreign and personal pedagogical experience on the research problem. The results. On the basis of the considered position of the theory of critical thinking development according to S. Terno and regularities on which this technique is based, the procedures which belong to the operating block of critical thinking are defined. The essence of the concept of «students’ critical thinking» is interpreted as a system of judgments that is used to analyze things and events with the formulation of sound conclusions and allows students to make sound judgments and interpretations, as well as correctly apply conclusions to situations and problems. The peculiarities of the development of students’ critical thinking include the following: the consistent pattern of dynamics, according to which the number of all subsequent changes depends on the number of changes at the previous stage; the regularity of personality development in the educational process; the regularity of educational process management; the stimulation regularity; the regularity of unity of sensory, logical and practice in the educational process; the regularity of unity of external (pedagogical) and internal (cognitive) activities; the regularity of the educational process conditionality. It is proved that the structure of students' critical thinking consists of three components: motivational, activity, reflexive-evaluative. The author developed a model for the development of students’ critical thinking, the tasks of which are: mastering by students the knowledge of logical, problem, creative thinking; teaching students the basic logical concepts (reflection – denial – criticism – criticism – self-criticism – argumentation – proof – refutation – evaluation – self-evaluation – evaluative judgment); forming the students’ ability to build critical reasoning; teaching students to identify logical errors of critical assessment of the phenomenon, behavior. Conclusions. The results of the study showed that an effective means of managing the process of forming students' critical thinking is the use of techniques and methods for solving problems, and that different forms and methods of teaching are used depending on the content of teaching, teaching aids, the students’ individual characteristics of the study level, and the level of teachers’ readiness to the development of critical thinking of students.\",\"PeriodicalId\":340164,\"journal\":{\"name\":\"Professional Education: Methodology, Theory and Technologies\",\"volume\":\"38 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-06-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Professional Education: Methodology, Theory and Technologies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.31470/2415-3729-2021-13-191-203\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Professional Education: Methodology, Theory and Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31470/2415-3729-2021-13-191-203","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

文章分析并界定了“批判性思维”概念的本质,提出了批判性思维的结构。本文的目的是揭示“批判性思维”概念的本质,确定其结构,并在对科学文献进行分析的基础上描述其有效发展的条件。本研究采用了以下方法:分析和解读国内外哲学、规范、心理学、教育学和方法论文献;分析和总结国内外先进的教学经验和个人对教学问题的研究。结果。根据S. Terno对批判性思维发展理论的定位和该技术所依据的规律,界定了属于批判性思维操作块的程序。“学生批判性思维”概念的本质被解释为一种判断系统,用于分析事物和事件,并形成合理的结论,使学生能够做出合理的判断和解释,并将结论正确地应用于情况和问题。学生批判性思维发展的特点包括:动态模式的一致性,即所有后续变化的数量取决于前一阶段的变化数量;人格发展在教育过程中的规律性教育过程管理的规律性;刺激规律;感性、逻辑和实践在教育过程中的统一规律外部(教学)活动与内部(认知)活动统一的规律性;教育过程条件性的规律性。研究证明,学生批判性思维的结构由动机性、活动性、反思性-评价性三部分组成。作者提出了培养学生批判性思维的模式,其任务是:学生掌握逻辑思维、问题思维、创造性思维等知识;教给学生基本的逻辑概念(反思-否认-批评-批评-自我批评-论证-证明-反驳-评价-自我评价-评价性判断);培养学生批判性推理能力;教学生批判性地鉴别逻辑错误的现象、行为。结论。研究结果表明,管理学生批判性思维形成过程的有效手段是使用解决问题的技术和方法,并且根据教学内容,教学辅助工具,学生的学习水平的个人特征以及教师对学生批判性思维发展的准备程度,使用不同的教学形式和方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Critical Thinking of Students: Essence, Structure, Conditions of Development
The article analyzes and defines the essence of the concept of «critical thinking», presents the structure of critical thinking. The purpose of the article is to reveal the essence of the concept of «critical thinking», to determine its structure and to characterize the conditions of its effective development on the basis of the conducted analysis of the scientific literature. The following methods were used in the study: analysis and interpretation of domestic and foreign philosophical, normative, psychological, pedagogical and methodological literature; analysis and generalization of advanced domestic, foreign and personal pedagogical experience on the research problem. The results. On the basis of the considered position of the theory of critical thinking development according to S. Terno and regularities on which this technique is based, the procedures which belong to the operating block of critical thinking are defined. The essence of the concept of «students’ critical thinking» is interpreted as a system of judgments that is used to analyze things and events with the formulation of sound conclusions and allows students to make sound judgments and interpretations, as well as correctly apply conclusions to situations and problems. The peculiarities of the development of students’ critical thinking include the following: the consistent pattern of dynamics, according to which the number of all subsequent changes depends on the number of changes at the previous stage; the regularity of personality development in the educational process; the regularity of educational process management; the stimulation regularity; the regularity of unity of sensory, logical and practice in the educational process; the regularity of unity of external (pedagogical) and internal (cognitive) activities; the regularity of the educational process conditionality. It is proved that the structure of students' critical thinking consists of three components: motivational, activity, reflexive-evaluative. The author developed a model for the development of students’ critical thinking, the tasks of which are: mastering by students the knowledge of logical, problem, creative thinking; teaching students the basic logical concepts (reflection – denial – criticism – criticism – self-criticism – argumentation – proof – refutation – evaluation – self-evaluation – evaluative judgment); forming the students’ ability to build critical reasoning; teaching students to identify logical errors of critical assessment of the phenomenon, behavior. Conclusions. The results of the study showed that an effective means of managing the process of forming students' critical thinking is the use of techniques and methods for solving problems, and that different forms and methods of teaching are used depending on the content of teaching, teaching aids, the students’ individual characteristics of the study level, and the level of teachers’ readiness to the development of critical thinking of students.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信