批判性思维的意蕴及其培养:基于激进建构主义的视角  

The Implication and Training of Critical Thinking Based on Radical Constructivism

作　　者：崔诣晨 刘青玉 李凡姝 Cui Yichen;Liu Qingyu;Li Fanshu(Nanjing Forestry University（Nanjing 210037;Nanjing ForestryUniversity（Nanjing 210037;Nanjing Forestry University（Nanjing 210037)

机构地区：[1]南京林业大学马克思主义学院 [2]南京林业大学国际教育学院

出　　处：《当代教育论坛》2018年第5期89-94,共6页forum on contemporary education

基　　金：江苏省教育科学"十三五"规划课题青年专项重点资助项目"社会公正视阈下大学生道德发展与高校德育对策研究"(C-a/2016/01/13);江苏省2018年研究生教育教学改革重点课题"系统优化模型嵌入思想政治教育专业研究生课堂学习共同体的建构研究"的阶段性成果

摘　　要：批判性思维重视培养学生的逆向思维,提倡批判式创新,对于思维的逻辑角度和及辨识能力提出了更高要求,因此,已然成为创新型人才所应当具备的核心品质。激进建构主义从认识论和科学哲学层面,为发展与应用批判性思维奠定了理论基础。根据批判性思维独有的的建构特性,研究者依托激进建构主义的认知加工模式,提出了批判性思维的"双向性"教学理念。根据这一理念和课堂教学实践,大学生批判性思维的培养需要以课堂学习共同体为操作平台,对课堂学习共同体的构成要素(如教学目标、教学内容、师生关系和学习情绪等)进行系统解析,从而搭建批判性思维形成与发展的适度空间与环境。Critical thinking emphasizes reflexivity, logic and wide field of view, as well as keen identification.Critical thinking has become the core quality that innovative talents should possess. Radical constructivismprovides a solid theoretical foundation for the development of critical thinking from the perspectives ofepistemology and philosophy of science. In view of the constructive nature of critical thinking, researchers putforward the ＂bidirectional＂ teaching concept of critical thinking based on the cognitive processing model of RadicalConstructivism. The cultivation of College Students＇ critical thinking needs the classroom learning community asthe operating platform and systematic analysis of the elements of classroom learning community （such as teachingobjectives, teaching content, teacher -student relationship and learning emotion） so that constructing theappropriate space and environment for the formation and development of critical thinking.

关 键 词：批判性思维 激进建构主义 高校 学习共同体 

分 类 号：G642[文化科学—高等教育学]