经典思维教学程序的分类、比较与整合

Classification,Comparison and Integration of Classical Thinking Skills Interventions

20 世纪70 年代,以美国批判性思维运动和英国思维技能运动为代表的思维教学运动在全球兴起。四十余年间,思维教学运动带来了丰富的理论与实践成果,这些成果对教育教学产生并将持续产生深远的影响。本研究旨在通过对思维教学运动产生的经典思维教学程序进行全面的分析和比较,从而找出其之所以成为经典的原因。研究首先通过文献分析法和内容分析法遴选出思维教学运动产生的具有较大影响力的经典思维教学程序(P4C、CA、IE、ACTS、CoRT 和MM);然后通过三种不同的分类方式对其分类,并借助关键词分析法找出这些思维教学程序的本源性特征和附属性特征,发掘其最具价值的特色;之后在综合分析的基础上,得出思维教学程序的六大评估标准;最后提出综合不同类型思维教学的整合方案,供学校开展思维教学实践参考。

In the 1970s, the movement of teaching thinking, which was known as the critical thinking movement in the US and the thinking skills movement in the UK, emerged and spread around the world. During the period that was more than forty years, the movement has brought rich theoretical and practical achievements, which have influenced and will continually influence the education, teaching and learning profoundly. The purpose of this study is to establish a comprehensive analysis and comparison of several classic thinking skills interventions which emerged in the movement, so as to discover their reasons of being classics. Firstly, with the aid of literature analysis and content analysis, six influential classical thinking skills interventions are selected from those emerged during the movement, which are philosophy for children, cognitive acceleration, instrumental enrichment, activating children’s thinking skills, CoRT and mind mapping; Secondly, in order to find out the core competitiveness of each interventions,the inherent and affiliated characteristics of each intervention are extracted through three different ways of classifications and with the aids of key words analysis; Thirdly, the six major criteria are concluded to measure thinking skills interventions; Finally, an integrated solution of different kinds of thinking teaching methods is proposed, which could be used as a reference for thinking teaching practice.