东西方科学课程标准中批判性思维的比较分析
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摘要
科学教育的目的是教会学生如何思考,批判性思维作为一种重要的评鉴型思维在科学教育中应受到重视。文章对7个国家和地区高中阶段9份科学课程标准(大纲)进行内容分析,找到东西方在基础科学教育阶段对批判性思维要求的共性和差异之处,并针对我国科学课程标准提出建议:加强批判性思维在科学课程标准中的显性表达,增加对批判性思维倾向的要求,强化批判性思维联系自然科学和人文社会的桥梁作用。
The Aim of Science Education is to teach students how to think. Critical thinking should be paid attention to as an important thinking for evaluation in science education. This paper analyzing the content of 9 scientific curriculum standards(syllabus)in 7 countries and regions,the similarities and differences are found about critical thinking requirements in science education between the east and the west. Based on this,this paper makes suggestions for our science curriculum standard that we should strengthen the explicit expression of critical thinking in science curriculum standard,increase requirement of critical thinking tendency in science curriculum standard,and strengthen the critical thinking as a link between natural science and social science.
The Aim of Science Education is to teach students how to think. Critical thinking should be paid attention to as an important thinking for evaluation in science education. This paper analyzing the content of 9 scientific curriculum standards(syllabus)in 7 countries and regions,the similarities and differences are found about critical thinking requirements in science education between the east and the west. Based on this,this paper makes suggestions for our science curriculum standard that we should strengthen the explicit expression of critical thinking in science curriculum standard,increase requirement of critical thinking tendency in science curriculum standard,and strengthen the critical thinking as a link between natural science and social science.
引文
[1]Paul,Richard W. Critical Thinking:How to Prepare Students for a Rapidly Changing World.[M].Dillon Beach,CA:the Foundation for Critical Thinking,2013.
[2]Russell,David H. Higher Metal Processes[M]. Third Edition.New York:The MacMillan Company,1960.
[3]Howe,Edward Ronald. Secondary School Teachers’Conceptions of Critical Thinking in British Columbia and Japan:A Comparative Study[R]. The University of British Columbia. 2000.
[4]Facione,P.A.The Del Phi Report Critical Thinking:A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction[R].Millbrae CA:The California Academic Press,1990.
[5]中华人民共和国教育部.中国学生发展核心素养(征求意见稿)[N].中国教育报,2016-5-18(9).
[6]The Ministry of Education,The Ontario Curriculum,Grade 11and 12:Science,(revised)[M]. Ontario,Canada,2008.
[7]Kuhn,D. A Developmetal Model of Critical Thinking[J]. Educational Researcher,1999(28).
[8] Fong-Luan Kang. Contribution of Emotional Intelligence towards Graduate Students’Critical Thinking Disposition[J]. International Journal of Education&Literacy Studies,2015(10).
[2]Russell,David H. Higher Metal Processes[M]. Third Edition.New York:The MacMillan Company,1960.
[3]Howe,Edward Ronald. Secondary School Teachers’Conceptions of Critical Thinking in British Columbia and Japan:A Comparative Study[R]. The University of British Columbia. 2000.
[4]Facione,P.A.The Del Phi Report Critical Thinking:A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction[R].Millbrae CA:The California Academic Press,1990.
[5]中华人民共和国教育部.中国学生发展核心素养(征求意见稿)[N].中国教育报,2016-5-18(9).
[6]The Ministry of Education,The Ontario Curriculum,Grade 11and 12:Science,(revised)[M]. Ontario,Canada,2008.
[7]Kuhn,D. A Developmetal Model of Critical Thinking[J]. Educational Researcher,1999(28).
[8] Fong-Luan Kang. Contribution of Emotional Intelligence towards Graduate Students’Critical Thinking Disposition[J]. International Journal of Education&Literacy Studies,2015(10).