The advancement of Artificial Intelligence(AI)has garnered significant attention within the academic research community,reflecting the prevailing zeitgeist.However,there is a paucity of literature that has delved into...The advancement of Artificial Intelligence(AI)has garnered significant attention within the academic research community,reflecting the prevailing zeitgeist.However,there is a paucity of literature that has delved into its connection with the higher order thinking skills of human beings.The purpose of this systematic review is to investigate the relationship between AI utilization and the development of critical thinking(CT)in the field of education.A systematic literature search was performed in two databases,Web of Science and Scopus,with a focus on empirical studies related to AI and CT.The review process followed the PRISMA framework and adopted a bottom-up approach,Ultimately,the integrated review synthesized 21 eligible studies from a total of 649 articles.The systematic review identified three relationships between AI technologies and CT.The results suggest that AI technologies can help to enhance learners’CT skills(n=13).However,excessive or inappropriate utilization of AI may hinder CT development(n=7).Moreover,the cultivation of CT skills has been shown to positively influence the effectiveness of AI utilization(n=4).This article represents the first literature review to delve into the reciprocal relationship between AI implementation and CT development within the education field,striving to illuminate the ways in which learners can enhance their higher-order thinking skills through more effective utilization of AI technologies.展开更多
With the increasingly prominent trend of globalization,English,as the common language of international communication,plays an increasingly important role in university education.As a key link in English teaching,the c...With the increasingly prominent trend of globalization,English,as the common language of international communication,plays an increasingly important role in university education.As a key link in English teaching,the college English audio-visual oral course not only imparts language knowledge and skills,but also shoulders the important task of cultivating students’critical thinking.As one of the essential core qualities of modern talents,critical thinking ability plays an irreplaceable role in students’in-depth understanding of English knowledge,improving intercultural communication ability and cultivating innovative thinking.This paper expounds the significance of cultivating students’critical thinking ability in college English audio-visual and oral teaching,and puts forward a series of innovative teaching strategies to cultivate students’critical thinking ability combined with practical teaching experience and cutting-edge education theory,in order to provide new ideas and practical guidance for the improvement of college English teaching quality and the development of students’comprehensive quality.展开更多
Under the tide of economic globalization,college English teaching should not only focus on the improvement of language ability,but also on the cultivation of students’critical thinking ability.This paper takes the in...Under the tide of economic globalization,college English teaching should not only focus on the improvement of language ability,but also on the cultivation of students’critical thinking ability.This paper takes the integration of language learning and critical thinking ability as the breakthrough point,explores the college English teaching mode under the background of the integration of the two,analyzes the current situation and disadvantages of the separation of the two in the current teaching,and puts forward the integration path from the aspects of curriculum design,teacher training,evaluation system,and so on.With the help of activities such as creating real language situations,carrying out debates and critical reading,it helps students strengthen the improvement of logical analysis and critical thinking ability in their gradual learning,realize the coordinated development of language learning and critical thinking ability,and cultivate compound talents with both language literacy and critical thinking ability for the society.展开更多
In the era of generative AI(GAI),translation is undergoing unprecedented transformations.GAI enhances translation quality and efficiency,inaugurating a new chapter in translation.However,due to its limitations,the com...In the era of generative AI(GAI),translation is undergoing unprecedented transformations.GAI enhances translation quality and efficiency,inaugurating a new chapter in translation.However,due to its limitations,the complexity of translation,and the uniqueness of Zhuang medicine,cultivating the critical thinking ability among talents in English translation of Zhuang medicine has become critically important.This study reforms the teaching content,instructional design,and evaluation of the course Computer-Aided Translation Technology,and constructs a teaching model to enhance the critical thinking abilities among talents in English translation of Zhuang medicine.The result shows that this model establishes a critically thinking-oriented teaching system,promotes interaction between humans and machines,teachers and students,and among peers,and improves students’capabilities in translation,critical thinking,and social communication.展开更多
Aim: This study aimed to investigate critical thinking disposition among nurses working in Public Hospitals in Port-Said Governorate.Methods: A descriptive research design was conducted in this study. Totally 196 resp...Aim: This study aimed to investigate critical thinking disposition among nurses working in Public Hospitals in Port-Said Governorate.Methods: A descriptive research design was conducted in this study. Totally 196 respondents were chosen by systemic random sampling, to take part in the study as the sample. Data was collected from April to September in 2015. Tools of data collection: A personal and job characteristics data sheet and California Critical Thinking Disposition Inventory(CCTDI) were used. Results: The results revealed that the total critical thinking disposition score mean was 257.05 ± 20.16 and the highest score mean was 48.67 ± 6.28 for inquisitiveness subscale, while the lowest score mean was 21.36 ± 7.19 for the truth-seeking subscale. Also, none of the personal&job characteristics showed statistically significant relations with the total critical thinking disposition. Conclusion: More than three quarters of the nurses had an ambivalent disposition toward critical thinking, and most nurses' scores indicated a negative tendency towards truth-seeking. So the findings pointed for upgrading nurses' critical thinking through educational programs and a need for more problem-based learning with advanced teaching strategies in clinical areas.展开更多
Every day communication is an event in which there is an interactional relationship between interlocutors. This interaction needs whole language in which language skills of speaking, listening, reading and writing; as...Every day communication is an event in which there is an interactional relationship between interlocutors. This interaction needs whole language in which language skills of speaking, listening, reading and writing; associated knowledge of vocabulary, meaning, syntax, etc.; and also, thinking skills are interwoven. This means that language should be kept whole and ＂if language isn＇t kept whole, it isn＇t language anymore＂ （Rigg, 1991, p. 522, cited in Richards ＆ Rodgers, 2001, p. 109）. In English as a Second Language/English Foreign Language （ESL/EFL） learning settings, improvement in one skill can affect the development of other skills. A particular course may highlight certain skills, but if the teacher is creative or specific tasks and problems are used in language learning settings, learners are provided with the opportunity to improve multiple, integrated skills. This paper aims at elaborating on critical thinking approach to language learning and introducing practical ideas for helping teachers to integrate language and thinking skills. It introduces 3 critical thinking activities （Dialogue journals, reading logs and literacy portfolios）, and also discusses how implementing them can serves as a way to integrate language skills. It also maintains that engaging learners in these activities helps them use authentic materials and solve problems of their own interest that in turn has a positive effect on student＇s motivation.展开更多
The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the si...The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the similarity and difference between English composition teaching in China and English composition teaching in America in regarding to incorporating critical thinking, as reflected in the use of this assignment. The study uses descriptive analysis of student writings as well as quantitative analysis of questionnaires, student grades given both from the author and several other researchers who are invited to participate in the study. The cognitive abilities in critical thinking basically consist of logical thinking, dialectical thinking, and creative thinking abilities. The study reveals that Chinese students＇ works generally flow well and they use a language that is coherent and clear. However, the study also reveals that Chinese students have difficulties in implementing critical thinking at English composition learning, and the difficulties lie in creative and dialectical thinking. To cultivate critical thinking, we need to employ affective strategies, meta-cognitive strategies-macro-abilities, and cognitive strategies-micro-abilities. The paper concludes by giving concrete examples in the area of cognitive strategies-micro-abilities in order to cultivate critical thinking.展开更多
Background: Critical Thinking (CT) dispositions in nursing are prominent predictors of competence in delivering high-quality care, and of professionalism, in newly graduated nurses. CT skills, in isolation of CT dispo...Background: Critical Thinking (CT) dispositions in nursing are prominent predictors of competence in delivering high-quality care, and of professionalism, in newly graduated nurses. CT skills, in isolation of CT dispositions, do not guarantee success in the workplace, because Critical Thinking Dispositions (CTD) are important elements of intellectual reasoning that simulate a person towards using the CT skills. Therefore, nursing educational programs should promote lifelong learning rather than focusing on transferring the content of nursing knowledge only. And for this purpose, quality education is the key. Education should focus on teaching from diverse perspectives, incorporating various teaching learning strategies that are congruent with the modern era. Purpose: The purpose of this study is to explore critical thinking dispositions among final year Baccalaureate Nursing students of various military colleges of nursing, in Pakistan. Methodology: A descriptive qualitative exploratory study design was used to investigate the CTD of BSc final year nursing students. The study population included twelve willing nursing students, from six military colleges across the country. Demographic information and consent was taken from the participants of the study. In-depth interviews, through a semi structured interview guide, and probes were used to obtain data related to personal experiences of CTD amongst the nursing students. Results: Data analysis showed two broad themes: 1) Perceptions of CT, and 2) Experiences of CT dispositions. In theme one, the emerging category was: Clarity of CT;whereas in theme two, the categories that emerged were: a) Truth Seeking, b) Open Mindedness, c) Inquisitiveness, and d) Self Organization. Conclusion: The findings of the study revealed positive dispositions towards truth seeking, open mindedness, and self-organization, whereas disposition towards inquisitiveness was weak. Self-confidence and maturity also emerged as positive factors that the students possessed. This study recommends that faculty and learners should extend their concept of CTD, and emphasizes its application in daily routine. Additionally, faculty should modify their instructional strategies and focus on the cultivation of dispositions of inquisitiveness, curiosity, and allow questioning by students in the class.展开更多
Background: Making changes in the existing curriculum aims, objectives, course contents learning outcomes and assessment strategies have become a fact of life for nurse educators. Purpose: To enhance the existing Bach...Background: Making changes in the existing curriculum aims, objectives, course contents learning outcomes and assessment strategies have become a fact of life for nurse educators. Purpose: To enhance the existing Bachelor of Science (BSc) in nursing curriculum through integration of evidence-based practice (EBP) and teaching of critical thinking skills. Materials and Methods: A needs analysis was conducted using a five-phased approach to review the BSc in nursing Curriculum. Kern’s six-step model was adapted and introduced through a series of workshop exercises that highlighted the application of each step: 1) Desk review of the BSc curriculum offered globally;2) Administration of the needs assessment questionnaire to key informants;3) Strengths, weakness, opportunities and threat analysis;4) Consultative meeting with major stakeholders;5) Curriculum review. Results: The five-phased approach established some gaps in existing curricula, and identified critical core competences and best practices in integrating EPB and critical thinking in the BSc undergraduate curriculum and some “A” level content that was not in tandem with the practice of nurses. New courses were developed to support students in academic writing and enhance professionalism and duration of training was reduced from 5 to 4 years. Conclusion: The process demonstrated that BSc curriculum review, in fact, should be thoroughly scrutinized to encourage positive changes to the curriculum, provide opportunities for team building and the development of leadership skills and a whole-of course perspective on the curriculum.展开更多
The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman empha...The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.展开更多
English speech is an important way for international cultural exchange in the context of globalization.Meanwhile,the cultivation of critical thinking has been universally recognized as one of the goals of higher educa...English speech is an important way for international cultural exchange in the context of globalization.Meanwhile,the cultivation of critical thinking has been universally recognized as one of the goals of higher education.However,critical thinking,as a top-level cognitive ability,is extremely abstract and complex,so how to put it into English speech is a challenge.Therefore,in order to simplify the issue,inspired by the interdependent relatiomhip between critical thinking and creativity,this article helps to explore some skills of cultivation.展开更多
The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,...The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.展开更多
This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements.This empirical study employs test...This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements.This empirical study employs tests as the instruments.126 non-English majors from a key university of Shandong Province participate in the study.The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects(95%)have inadequate or limited critical thinking ability,which leads to digression,repetitive and lengthy description,and unconvincing arguments,as well as illogical or incoherent structures in writing.After a ten-week teaching instruction from the perspective of pragmatic presupposition,students in experimental group improve their writing achievements,indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance.The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.展开更多
The Ministry of Education of the People’s Republic of China has issued three guideline documents to encourage inquiry teaching to help students develop their ability to question,which is a defining feature of critica...The Ministry of Education of the People’s Republic of China has issued three guideline documents to encourage inquiry teaching to help students develop their ability to question,which is a defining feature of critical thinking.Two of the documents have clearly stated that English subject teaching should focus on building students’thinking capacity.Critical thinking is an essential feature of building thinking capacity and a key element of the core competencies the English subject seeks to cultivate.This research measures the performance of students of two high school classes in the exams conducted at the beginning,in the middle,and at the end of the experiment period during which inquiry teaching was applied to enhance students’critical thinking ability.The experiment results show that inquiry teaching can improve students’academic performance in English study and help them better develop their language skills.The implementation of the inquiry design in teaching listening,reading,and writing conforms to the law that governs the development of critical thinking,and the adoption of inquiry teaching can promote the development of critical thinking.展开更多
The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral educat...The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.展开更多
Critical thinking ability is the core skill of higher education. How to train the non-English major students＇ critical thinking ability in the English writing instruction plays an important role in the compound perso...Critical thinking ability is the core skill of higher education. How to train the non-English major students＇ critical thinking ability in the English writing instruction plays an important role in the compound personnel training. In this paper, the reading-discussion-writing approach which guarantees the innovative construction of writing is proposed to train college students＇ critical thinking ability, and specific suggestions on the practice are articulated such as designing diversified listening and speaking lead-in activities to activate or supplement the relative notion and background knowledge, using variety of challenging reading-discussion-writing tasks, and conducting mutual evaluation, etc., to let students deeply understand the text through discussion and promote their language competence and writing ability as well as their reflective thinking ability.展开更多
基金funded by Macao Polytechnic University grant number RP/FCA-08-2023.
文摘The advancement of Artificial Intelligence(AI)has garnered significant attention within the academic research community,reflecting the prevailing zeitgeist.However,there is a paucity of literature that has delved into its connection with the higher order thinking skills of human beings.The purpose of this systematic review is to investigate the relationship between AI utilization and the development of critical thinking(CT)in the field of education.A systematic literature search was performed in two databases,Web of Science and Scopus,with a focus on empirical studies related to AI and CT.The review process followed the PRISMA framework and adopted a bottom-up approach,Ultimately,the integrated review synthesized 21 eligible studies from a total of 649 articles.The systematic review identified three relationships between AI technologies and CT.The results suggest that AI technologies can help to enhance learners’CT skills(n=13).However,excessive or inappropriate utilization of AI may hinder CT development(n=7).Moreover,the cultivation of CT skills has been shown to positively influence the effectiveness of AI utilization(n=4).This article represents the first literature review to delve into the reciprocal relationship between AI implementation and CT development within the education field,striving to illuminate the ways in which learners can enhance their higher-order thinking skills through more effective utilization of AI technologies.
基金A Study on the Teaching Reform of College English Audio-Visual Oral Course Oriented towards the Cultivation of Critical Thinking Ability(2501032339)。
文摘With the increasingly prominent trend of globalization,English,as the common language of international communication,plays an increasingly important role in university education.As a key link in English teaching,the college English audio-visual oral course not only imparts language knowledge and skills,but also shoulders the important task of cultivating students’critical thinking.As one of the essential core qualities of modern talents,critical thinking ability plays an irreplaceable role in students’in-depth understanding of English knowledge,improving intercultural communication ability and cultivating innovative thinking.This paper expounds the significance of cultivating students’critical thinking ability in college English audio-visual and oral teaching,and puts forward a series of innovative teaching strategies to cultivate students’critical thinking ability combined with practical teaching experience and cutting-edge education theory,in order to provide new ideas and practical guidance for the improvement of college English teaching quality and the development of students’comprehensive quality.
文摘Under the tide of economic globalization,college English teaching should not only focus on the improvement of language ability,but also on the cultivation of students’critical thinking ability.This paper takes the integration of language learning and critical thinking ability as the breakthrough point,explores the college English teaching mode under the background of the integration of the two,analyzes the current situation and disadvantages of the separation of the two in the current teaching,and puts forward the integration path from the aspects of curriculum design,teacher training,evaluation system,and so on.With the help of activities such as creating real language situations,carrying out debates and critical reading,it helps students strengthen the improvement of logical analysis and critical thinking ability in their gradual learning,realize the coordinated development of language learning and critical thinking ability,and cultivate compound talents with both language literacy and critical thinking ability for the society.
基金Key Project of Guangxi Higher Education Teaching Reform and Research(2024B028)Innovation Project of Guangxi Graduate Education(JGY202513)。
文摘In the era of generative AI(GAI),translation is undergoing unprecedented transformations.GAI enhances translation quality and efficiency,inaugurating a new chapter in translation.However,due to its limitations,the complexity of translation,and the uniqueness of Zhuang medicine,cultivating the critical thinking ability among talents in English translation of Zhuang medicine has become critically important.This study reforms the teaching content,instructional design,and evaluation of the course Computer-Aided Translation Technology,and constructs a teaching model to enhance the critical thinking abilities among talents in English translation of Zhuang medicine.The result shows that this model establishes a critically thinking-oriented teaching system,promotes interaction between humans and machines,teachers and students,and among peers,and improves students’capabilities in translation,critical thinking,and social communication.
文摘Aim: This study aimed to investigate critical thinking disposition among nurses working in Public Hospitals in Port-Said Governorate.Methods: A descriptive research design was conducted in this study. Totally 196 respondents were chosen by systemic random sampling, to take part in the study as the sample. Data was collected from April to September in 2015. Tools of data collection: A personal and job characteristics data sheet and California Critical Thinking Disposition Inventory(CCTDI) were used. Results: The results revealed that the total critical thinking disposition score mean was 257.05 ± 20.16 and the highest score mean was 48.67 ± 6.28 for inquisitiveness subscale, while the lowest score mean was 21.36 ± 7.19 for the truth-seeking subscale. Also, none of the personal&job characteristics showed statistically significant relations with the total critical thinking disposition. Conclusion: More than three quarters of the nurses had an ambivalent disposition toward critical thinking, and most nurses' scores indicated a negative tendency towards truth-seeking. So the findings pointed for upgrading nurses' critical thinking through educational programs and a need for more problem-based learning with advanced teaching strategies in clinical areas.
文摘Every day communication is an event in which there is an interactional relationship between interlocutors. This interaction needs whole language in which language skills of speaking, listening, reading and writing; associated knowledge of vocabulary, meaning, syntax, etc.; and also, thinking skills are interwoven. This means that language should be kept whole and ＂if language isn＇t kept whole, it isn＇t language anymore＂ （Rigg, 1991, p. 522, cited in Richards ＆ Rodgers, 2001, p. 109）. In English as a Second Language/English Foreign Language （ESL/EFL） learning settings, improvement in one skill can affect the development of other skills. A particular course may highlight certain skills, but if the teacher is creative or specific tasks and problems are used in language learning settings, learners are provided with the opportunity to improve multiple, integrated skills. This paper aims at elaborating on critical thinking approach to language learning and introducing practical ideas for helping teachers to integrate language and thinking skills. It introduces 3 critical thinking activities （Dialogue journals, reading logs and literacy portfolios）, and also discusses how implementing them can serves as a way to integrate language skills. It also maintains that engaging learners in these activities helps them use authentic materials and solve problems of their own interest that in turn has a positive effect on student＇s motivation.
文摘The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the similarity and difference between English composition teaching in China and English composition teaching in America in regarding to incorporating critical thinking, as reflected in the use of this assignment. The study uses descriptive analysis of student writings as well as quantitative analysis of questionnaires, student grades given both from the author and several other researchers who are invited to participate in the study. The cognitive abilities in critical thinking basically consist of logical thinking, dialectical thinking, and creative thinking abilities. The study reveals that Chinese students＇ works generally flow well and they use a language that is coherent and clear. However, the study also reveals that Chinese students have difficulties in implementing critical thinking at English composition learning, and the difficulties lie in creative and dialectical thinking. To cultivate critical thinking, we need to employ affective strategies, meta-cognitive strategies-macro-abilities, and cognitive strategies-micro-abilities. The paper concludes by giving concrete examples in the area of cognitive strategies-micro-abilities in order to cultivate critical thinking.
文摘Background: Critical Thinking (CT) dispositions in nursing are prominent predictors of competence in delivering high-quality care, and of professionalism, in newly graduated nurses. CT skills, in isolation of CT dispositions, do not guarantee success in the workplace, because Critical Thinking Dispositions (CTD) are important elements of intellectual reasoning that simulate a person towards using the CT skills. Therefore, nursing educational programs should promote lifelong learning rather than focusing on transferring the content of nursing knowledge only. And for this purpose, quality education is the key. Education should focus on teaching from diverse perspectives, incorporating various teaching learning strategies that are congruent with the modern era. Purpose: The purpose of this study is to explore critical thinking dispositions among final year Baccalaureate Nursing students of various military colleges of nursing, in Pakistan. Methodology: A descriptive qualitative exploratory study design was used to investigate the CTD of BSc final year nursing students. The study population included twelve willing nursing students, from six military colleges across the country. Demographic information and consent was taken from the participants of the study. In-depth interviews, through a semi structured interview guide, and probes were used to obtain data related to personal experiences of CTD amongst the nursing students. Results: Data analysis showed two broad themes: 1) Perceptions of CT, and 2) Experiences of CT dispositions. In theme one, the emerging category was: Clarity of CT;whereas in theme two, the categories that emerged were: a) Truth Seeking, b) Open Mindedness, c) Inquisitiveness, and d) Self Organization. Conclusion: The findings of the study revealed positive dispositions towards truth seeking, open mindedness, and self-organization, whereas disposition towards inquisitiveness was weak. Self-confidence and maturity also emerged as positive factors that the students possessed. This study recommends that faculty and learners should extend their concept of CTD, and emphasizes its application in daily routine. Additionally, faculty should modify their instructional strategies and focus on the cultivation of dispositions of inquisitiveness, curiosity, and allow questioning by students in the class.
文摘Background: Making changes in the existing curriculum aims, objectives, course contents learning outcomes and assessment strategies have become a fact of life for nurse educators. Purpose: To enhance the existing Bachelor of Science (BSc) in nursing curriculum through integration of evidence-based practice (EBP) and teaching of critical thinking skills. Materials and Methods: A needs analysis was conducted using a five-phased approach to review the BSc in nursing Curriculum. Kern’s six-step model was adapted and introduced through a series of workshop exercises that highlighted the application of each step: 1) Desk review of the BSc curriculum offered globally;2) Administration of the needs assessment questionnaire to key informants;3) Strengths, weakness, opportunities and threat analysis;4) Consultative meeting with major stakeholders;5) Curriculum review. Results: The five-phased approach established some gaps in existing curricula, and identified critical core competences and best practices in integrating EPB and critical thinking in the BSc undergraduate curriculum and some “A” level content that was not in tandem with the practice of nurses. New courses were developed to support students in academic writing and enhance professionalism and duration of training was reduced from 5 to 4 years. Conclusion: The process demonstrated that BSc curriculum review, in fact, should be thoroughly scrutinized to encourage positive changes to the curriculum, provide opportunities for team building and the development of leadership skills and a whole-of course perspective on the curriculum.
文摘The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.
文摘English speech is an important way for international cultural exchange in the context of globalization.Meanwhile,the cultivation of critical thinking has been universally recognized as one of the goals of higher education.However,critical thinking,as a top-level cognitive ability,is extremely abstract and complex,so how to put it into English speech is a challenge.Therefore,in order to simplify the issue,inspired by the interdependent relatiomhip between critical thinking and creativity,this article helps to explore some skills of cultivation.
文摘The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.
文摘This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements.This empirical study employs tests as the instruments.126 non-English majors from a key university of Shandong Province participate in the study.The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects(95%)have inadequate or limited critical thinking ability,which leads to digression,repetitive and lengthy description,and unconvincing arguments,as well as illogical or incoherent structures in writing.After a ten-week teaching instruction from the perspective of pragmatic presupposition,students in experimental group improve their writing achievements,indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance.The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.
基金funded by 2021 Hunan Educational Science 14th-Five-Year Plan Project:Research on the Critical Thinking Ability Assessment Reform of English Subject under the New College Entrance Examination(Approval No.:XJK21BKS001)2022 General Funded Project of Hunan Social Science Achievement Review Committee:Research on the Development and Diagnostic Assessment of Critical Thinking Competence Rating Scale for English Learners based CSE(Project Approval No.:XSP22YBZ086)。
文摘The Ministry of Education of the People’s Republic of China has issued three guideline documents to encourage inquiry teaching to help students develop their ability to question,which is a defining feature of critical thinking.Two of the documents have clearly stated that English subject teaching should focus on building students’thinking capacity.Critical thinking is an essential feature of building thinking capacity and a key element of the core competencies the English subject seeks to cultivate.This research measures the performance of students of two high school classes in the exams conducted at the beginning,in the middle,and at the end of the experiment period during which inquiry teaching was applied to enhance students’critical thinking ability.The experiment results show that inquiry teaching can improve students’academic performance in English study and help them better develop their language skills.The implementation of the inquiry design in teaching listening,reading,and writing conforms to the law that governs the development of critical thinking,and the adoption of inquiry teaching can promote the development of critical thinking.
基金This paper is a phased achievement of the special project of the“Santai Xinxiu”philosophy and social science program of Taizhou City in 2022 entitled“Research on Quality Assessment of English Education in Vocational Colleges based on the CSE Scale”(22GHQ04)the general project of Taizhou Vocational&Technical College in 2022 entitled“Research on Rational Connotation and Resource Integration Measures of the Building of Ideological and Political Theory Teaching in All Courses”(2022YB13)the project for teachers’professional development by college domestic visiting scholars in 2020 entitled“Research on the Reconstruction and Implementation Path of New Business Major Curriculum from a Combined Perspective of Professionalism and Innovation-An Example of the Course‘Implementation and Optimization of Foreign Trade’”(FX2020123).
文摘The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.
文摘Critical thinking ability is the core skill of higher education. How to train the non-English major students＇ critical thinking ability in the English writing instruction plays an important role in the compound personnel training. In this paper, the reading-discussion-writing approach which guarantees the innovative construction of writing is proposed to train college students＇ critical thinking ability, and specific suggestions on the practice are articulated such as designing diversified listening and speaking lead-in activities to activate or supplement the relative notion and background knowledge, using variety of challenging reading-discussion-writing tasks, and conducting mutual evaluation, etc., to let students deeply understand the text through discussion and promote their language competence and writing ability as well as their reflective thinking ability.
