审辨思维：21世纪核心素养5C模型之二

doi:10.16382/j.cnki.1000-5560.2020.02.005

摘要/Abstract

摘要： 审辨思维已成为很多国家和地区核心素养模型的重要组成部分，对审辨思维的培养也日益得到教育研究和实践领域的关注。本研究在梳理和回顾已有研究的基础上，尝试把审辨思维的认知技能和思维倾向整合在一起，提出适用于教育领域的审辨思维框架，并对其内涵进行阐释。一个具有审辨思维的个体在面对不同情境时，不但能够不懈质疑、理性分析、不断反思，得出合理的结论或提出有效的解决方案，而且能慎重考虑他人的观点且尊重他人挑战自己观点的权利，包括质疑批判、分析论证、综合生成和反思评估四种能力。本研究提出的审辨思维素养框架，能够为开展审辨思维培养和评价研究提供一定参考和借鉴。

关键词: 21世纪核心素养5C模型, 审辨思维, 质疑批判, 分析论证, 综合生成, 反思评估

Abstract: Critical thinking has become an important part of core literacy model in many countries or regions, world organizations or economies, and also one of the significant education goals at different levels. In recent years, more and more attention has been paid to the cultivation of critical thinking. However, critical thinking has not been clearly defined. In view of the fact that critical thinking skills can’t be completely separated from the dispositions and critical thinking dispositions need to be exposed through critical thinking skills, this study tried to integrate critical thinking skills with dispositions based on previous research, and suggests that critical thinking is the core literacy that individuals need in the future. An individual with critical thinking can not only unceasingly question, rationally analyze, constantly reflect, and draw reasonable conclusion or offer effective solutions when facing different situations, but also consider other people’s views carefully and respect their challenging. The conceptual framework in the present research includes questioning and criticizing, analysis and argumentation, synthesis and generation,reflection and evaluation. The interpretation of critical thinking in this study conforms to the pluralistic characteristics of critical thinking and provides some reference for the cultivation and evaluation of critical thinking in our country.

Key words: 5Cs Framework for Twenty-first Century Key Competences, critical thinking, questioning and criticizing, analysis and argumentation, synthesis and generation, reflection and evaluation

马利红, 魏锐, 刘坚, 马鸣燕, 刘妍, 甘秋玲, 康翠萍, 徐冠兴. 审辨思维：21世纪核心素养5C模型之二[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 45-56.

Ma Lihong, Wei Rui, Liu Jian, Ma Mingyan, Liu Yan, Gan Qiuling, Kang Cuiping, Xu Guanxing. Critical Thinking: Part II of the 5Cs Framework for Twenty-first Century Key Competences[J]. Journal of East China Normal University(Educational Sciences), 2020, 38(2): 45-56.

参考文献

陈志良. (2017). 思维的构建与反思. 北京: 北京师范大学出版社.
董毓. (2014). 理想的批判性思维课程应该是什么样的. 全国第三届批判性思维课程建设研讨会.
杜威. (2010). 我们如何思维(伍中友译). 北京: 新华出版社.
谷振诣, 刘壮虎. (2007). 批判性思维教程. 北京: 北京大学出版社.
霍普梅. (2014). 苏格拉底(瞿旭彤译.). 北京: 中华书局.
黑格尔. (1996). 逻辑学(杨一之译). 北京: 商务印书馆.
林崇德. (2016). 21世纪学生发展核心素养研究. 北京: 北京师范大学出版社.
林崇德. (2006). 思维心理学研究的几点回顾. 北京师范大学学报(社会科学版),(5),35-42
刘坚, 魏锐等. (2016). 面向未来: 21世纪核心素养教育的全球经验. 北京: 北京师范大学中国教育创新研究院WISE研究报告.
罗清旭. (2002). 批判性思维理论及其测评技术研究. 南京: 南京师范大学博士学位论文.
苗宁, 苗兴伟. (2015). 基于思辨能力层级模型的语言学课程改革与设计. 中国外语,(4),10-15
文秋芳, 王建卿, 赵彩然, 刘艳萍, 王海妹. (2009). 构建我国外语类大学生思辨能力量具的理论框架. 外语界,(1),39-45
武宏志. (2016). 批判性思维. 北京: 高等教育出版社.
武宏志, 刘春杰. (2005). 批判性思维——以论证逻辑为工具. 西安: 陕西人民出版社.
谢小庆. (2014). 审辩式思维能力及其测量. 中国考试,(3),9-15
谢小庆. (2016). 审辩式思维. 北京: 学林出版社.
朱智贤, 林崇德. (2002). 思维发展心理学. 北京: 北京师范大学出版社.
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamin, R., et al (2008). Instructional interventions affecting critical thinking skills anddispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134
Abrami, P., Bernard, E., Borokhovski, D., Waddington, C., Wade, C., &Persson, T (2014). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, (2), 275-314
Adler, M. J. (1999). The great ideas: a lexicon of Western thought. Macmillan, Maxwell Macmillan Canada, Maxwell Macmillan International.
Alnofaie, H. (2013). A framework for implementing critical thinking as a language pedagogy in EFL preparatory programmes. Thinking Skills and Creativity, 10(10), 154-158
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285-302
Bailin, S., & Siegel, H. (2002). Critical thinking. In N. Blake (Eds.), The Blackwell Guide to the Philosophy of Education (pp. 181-192). New Jersey: Wiley-Blackwell.
Behak, F. P., &Massari, N. (2004). Intertextuality: A superhighway to critical thinking in the reading and writing classroom. Kolej University, Malaysia.
Bensley, D. A., Rainey, C., Murtagh, M. P., Flinn, J. A., Maschiocchi, C., Bernhardt, P. C., &Kuehne, S (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168
Bloom, B. S. (1956). Taxonomy of educational obiectives. Handbook I: Cognitive domain. New York: McKay.
Durkin, K. (2008). The adaptation of East Asian masters students to western norms of critical thinking and argumentation in the UK. Intercultural Education, 19(1), 15-27
Elder, L., & Paul, R (1994). Critical thinking: Why we must transform our teaching. Journal of Developmental Education, 18(1), 34-35
Ennis, R. H (1962). A concept of critical thinking. Harvard Education Review, 32(1), 81-111
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Barton, & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice. New York: Garland Pub.
Ennis, R. H (1993). Critical testing assessment: Theory into practice. Teaching for Higher Order thinking, 32(3), 179-186
Facione, P. A. (1990). Executive Summary-Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report)[EB/OL]. Retrieved from the Duke Trinity College of Arts & Sciences website: http://assessment.aas.duke.edu/documents/Delphi_Report.pdf.
Facione, P. A. (2000). CCTDI Test Manual. Millbrae: The California Academic Press.
Halpern, D. F (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455
Griggs, R. A., Jackson, S. L., Marek, P., & Christopher, A. N (1998). Critical thinking in introductory psychology texts and supplements. Teaching of Psychology, 25, 254-265
Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. London and New York: Routledge.
Kahneman, D. (2012). Thinking, Fast and Slow. London: Penguin Books.
Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment (ETS RR-14–10). Princeton, NJ: Educational Testing Service.
Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., &Ismirawati, N (2019). RICOSRE: A learning model to develop critical thinking skills for students with different academic abilities. International Journal of Instruction, 12(2), 417-434
Marilyn, B. et al. (2012). Defining Twenty-First Century Skills. In Patrick G, Barry M & Esther C (eds.). Assessment and Teaching of 21st Century Skills. New York: Springer.
McMurray, M. A., Beisenherz, P., & Thompson, B (1991). Reliability and concurrent validity of a measure of critical thinking skills in biology. Journal of Research in Science Teaching, 28(2), 183-192
Moore, T. (2011). Critical Thinking and Language: The Challenge of Generic Skills and Disciplinary Discourses. London: Continuum.
Paul, R. (1993). The logic of creative and critical thinking. American Behavioral Scientist, 37(1), 21-39
Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Columbus, OH: Pearson Prentice Hall.
Paul, R., & Elder, L. (2008). The Miniature Guide to Critical Thinking Concepts and Tools. California: Foundation for Critical Thinking.
Paul, R., &Nosich, G. M. (1992). A Model for the National Assessment of Higher Order Thinking. Available from: Foundation for Critical Thinking.
Perkins, D., Jay, E., &Tishman, S (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21
Renaud, R., & Murray, H (2008). A comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3(2), 85-93
Royalty, J. (1995). Evaluating knowledge-based statistical reasoning. Psychological Reports, 77, 1323-1327
Russel, B. (1999). Analysis of Mind. Moscow: Idea-Press.
Stapleton, P. (2002). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal, 56(3), 250-257
The Partnership for 21st Century Skills (P21). (2009). P21 framework definitions.Retrieved from http://www.p21.org.
UNESCO. (2015). Relationship between Sustainable Development Goal 4and the Education 2030 Framework forAction. http://www.unesco.org/culture/pdf/edu/SDG4-Ed2030-relationship.pdf.
Ventura, M., Lai, E., &DiCerbo, K. (2017). Skills for Today: What We Know about Teaching and Assessing Critical Thinking. London: Pearson.
Wang, Y. H (2009). Incorporating critical thinking skills into an English conversation program. European Journal of Social Sciences, 11(1), 51-60
Williams, R. L., Oliver, R., & Stockdale, S (2004). Psychological versus generic critical thinking as predictors and outcome measures in a large undergraduate human development course. Journal of General Education, 53(1), 37-58
World Bank. (2011). Learning for all: Investing in people’s knowledge and skills to promote development. Education sector strategy 2020. Washington, DC: The WorldBank. http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education Strategy 4 12 2011.pdf (accessed 09.08.15).

[1]	刘妍, 马晓英, 刘坚, 魏锐, 马利红, 徐冠兴, 康翠萍, 甘秋玲. 文化理解与传承素养：21世纪核心素养5C模型之一[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 29-44.
[2]	甘秋玲, 白新文, 刘坚, 魏锐, 马利红, 徐冠兴, 刘妍, 康翠萍. 创新素养：21世纪核心素养5C模型之三[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 57-70.
[3]	康翠萍, 徐冠兴, 魏锐, 刘坚, 郑琰, 刘妍, 甘秋玲, 马利红. 沟通素养：21世纪核心素养5C模型之四[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 71-82.
[4]	徐冠兴, 魏锐, 刘坚, 李静懿, 康翠萍, 马利红, 甘秋玲, 刘妍. 合作素养：21世纪核心素养5C模型之五[J]. 华东师范大学学报(教育科学版), 2020, 38(2): 83-96.