Coping with Student Resistance to Critical Thinking: What the Psychotherapy Literature Can Tell Us.
Coping with Student Resistance to Critical Thinking: What the Psychotherapy Literature Can Tell Us.
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应对学生对批判性思维的抵制：心理治疗文献可以告诉我们什么。
DOI：
10.1080/87567555.1995.9925537
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发表时间：
1995
期刊：
影响因子：
--
通讯作者：
B. Zinnbauer
中科院分区：
文献类型：
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作者：
S. Keeley;K. Shemberg;B. S. Cowell;B. Zinnbauer
几乎所有的大学教师都把批判性思维作为教育的基本目标。关于批判性思维的书籍比比皆是;更多的人参加国际研讨会（例如，索诺马州立大学的批判性思维和教育改革国际会议），整个期刊都致力于这个主题（例如，Focus 15，1984，Focus 24，1990，和National Forum，Winter，1985）。然而，很少有证据表明，许多教师在课堂上成功地实施了批判性思维，或者大量学生正在发展批判性思维技能。事实上，文献表明，大多数教室都严重缺乏批判性思维活动（Ellner and巴恩斯，1983; Perkins，1985）。为什么赞美和实践之间存在差异？一个可能的原因是相互作用或关系
Almost all college and university teachers advocate critical think ing as a fundamental goal of education. Books on critical thinking abound; more people attend international workshops (e.g., International Confer ence on Critical Thinking and Education al Reform at Sonoma State University), and entire journal issues are devoted to the topic (e.g., Focus 15, 1984, Focus 24, 1990, and National Forum, Winter, 1985). However, evidence is sparse that many teachers are successfully imple menting critical thinking in their class rooms or that large numbers of students are developing critical thinking skills. In fact, the literature suggests that most classrooms are greatly lacking in critical thinking activity (Ellner and Barnes 1983; Perkins 1985). Why the discrepancy between what is praised and what is practiced? One possi ble cause is in the interaction or relation