课堂教学能否促进大学生批判性思维能力发展——基于混合研究的考察  

Influence of Classroom Teaching on the Development of Critical Thinking Ability——Based on the Mixed-method Research

作　　者：李文平 LI Wen-ping(School of Education,Zhengzhou University,Zhengzhou 450001,China)

机构地区：[1]郑州大学教育学院,郑州450001

出　　处：《黑龙江教师发展学院学报》2023年第1期44-50,共7页Journal of Heilongjiang Institute of Teacher Development

基　　金：河南省教育科学“十四五”规划2022年度重点课题“基于第二课堂的大学生批判性思维能力培养研究”(2022JKZD31)。

摘　　要：采用混合研究中的顺序解说型设计,利用16省78所院校5 433名大四本科生的能力测评数据,研究课堂教学对大学生批判性思维能力发展的影响。结果显示,课堂教学并未天然地促进大学生批判性思维能力发展,批判性思维“浸没”教学法需要附加条件才能有效。为合理解释该结论,通过对32名典型样本的质性访谈进一步发现,论证式对话教学情境的缺乏,以及“浸没法”有效前提的缺失是该现象产生的主要原因。考虑到实施“浸没法”需要附加的诸多条件,现阶段采用“一般法”培养大学生的批判性思维能力是操作上最切实可行的方式。Using the NACC data of 5 433 senior undergraduates from 78 universities in 16 provinces, this paper aimed to understand the influence of classroom teaching on the development of college students’ critical thinking ability by a mixed-method explanatory sequential design. The results show that classroom teaching does not naturally promote the development of college students’ critical thinking ability. The “immersion approach” of critical thinking requires additional conditions to be effective. Through the qualitative interviews with 32 typical samples, it is further found that the lack of argumentative dialogue teaching situation and the lack of effective premise of “immersion approach” are the main reasons for this phenomenon, in order to explain this conclusion reasonably. Considering many conditions that need to be added to the “immersion approach”, it is more practical and feasible to use the “general approach” to cultivate students’ critical thinking ability.

关 键 词：课堂教学 批判性思维能力 浸没法 一般法 本科生 

分 类 号：G642[文化科学—高等教育学]