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Asian Adaptation of Critical Thinking Education

批判性思维教育的亚洲适应

基本信息

批准号：
21520014
负责人：
MOCHIZUKI Taro
金额：
$ 2.25万
依托单位：
Osaka University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2009
资助国家：
日本
起止时间：
2009 至 2011
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-21520014/
关键词：
哲学倫理学教育学教育系心理学クリティカルシンキング(批判的思考)ソクラテス型対話法問いの技法相互問答法クリティカルシンキング哲学実践対話平和教育 critical thinking 論理学哲学教育

项目摘要

The aim of the present research is to find a theoretical/ practical best-performance model of critical thinking education which fits the Asian educational environment through the research and practice of teaching of critical thinking in Japan and other Asian countries(mainly Thailand). What are the points when practicing critical thinking in Asian classrooms, using the method of philosophical practices like Socratic dialogue and the art of questioning(mutual questioning) without relying on critical thinking textbooks? When these practices are introduced into classrooms in Asian colleges and universities, however, the following problems emerge : 1) When using Japanese as working language with native Japanese speaking students in conducting Socratic dialogue and philosophical counseling, it is often difficult for facilitators to formulate regulatory questions as clearly as they do in English. This problem can be solved by using English even among Japanese students. 2) A meaningful difference is observed between Japanese and Thai students in using the skill of critical thinking. Compared to Thai students, Japanese students tend to refrain from using critical thinking in a group. In contrast, Thai students tend to actively use critical thinking in a group. Through the above observations, it can be concluded as follows : Critical thinking is effective in the classroom of an international program using English as teaching/ learning medium language. The presence of international students enhances the use of critical thinking even in a classroom where the majority are Asian. Moreover, it is important to choose a good actual topic that can be shared among all participants.

本研究的目的是通过对日本和其他亚洲国家（主要是泰国）批判性思维教学的研究和实践，找到一种适合亚洲教育环境的批判性思维教学的理论/实践最佳模式。在亚洲的课堂上，使用苏格拉底对话和提问艺术（相互提问）等哲学实践方法，而不依赖批判性思维教科书，练习批判性思维有什么意义？但是，在亚洲高校的课堂上，当这些实践被引入课堂时，出现了以下问题：1）当以日语为工作语言，对以日语为母语的学生进行苏格拉底式对话和哲学咨询时，引导者往往很难像用英语那样清晰地提出规范性问题。即使在日本学生中，使用英语也可以解决这个问题。2)日本和泰国学生在批判性思维技能的运用上存在显著差异。与泰国学生相比，日本学生倾向于避免在小组中使用批判性思维。相比之下，泰国学生倾向于在小组中积极使用批判性思维。通过以上观察，可以得出如下结论：批判性思维在以英语为教学媒介语言的国际项目课堂上是有效的。国际学生的存在增强了批判性思维的使用，即使在大多数是亚洲人的教室里。此外，重要的是要选择一个好的实际主题，可以在所有参与者之间共享。