Improving Thinking Skills ? Defining the Problem
Improving Thinking Skills ? Defining the Problem
复制标题
提高思维能力？
DOI：
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
B. Beyer
中科院分区：
文献类型：
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作者：
B. Beyer
努力了自从进入世纪以来，美国的学校就把掌握思维技能作为几乎所有学科教学的主要目标。大量证据表明，要实现这一目标，我们还有很长的路要走。我们可以做些什么来改善我们学校的思维教学？显然，在帮助学生学习思维技能方面，我们可以做得比现在更好。但是，我们不会仅仅通过花更多的时间来提供与我们现在提供的相同类型的指导来实现这一目标。相反，我们必须建设性地面对阻碍思维技能有效教学的主要障碍。我想在这里指出这些障碍中的一些更重要的障碍，并且，在四月Kappan的一篇文章中，我将提出一些处理它们的方法。
trying. Ever since the turn of the century, U.S. schools have considered mastery of think ing skills a major goal of instruction in al most all subject areas.1 Considerable evi dence suggests that we still have a long way to go in achieving this goal.2 Why haven't we been as successful as we would like? What can we do to improve the teaching and learning of thinking in our schools? Clearly, we can do a better job than we now do of helping students learn thinking skills. But we will not accomplish this goal simply by spending more time delivering the same kind of instruction as we now provide. Instead, we must constructively confront the major obstacles that stand in the way of effective teaching of thinking skills. I with to point out here some of the more significant of these obstacles, and, in an article to appear in the April Kappan, I will suggest some ways to deal with them.