體驗區
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| 篇名 |
批判性思维真的可教吗？——基于79篇实验或准实验研究的元分析
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| 並列篇名 |
Can Critical Thinking Really Be Taught? A Meta-Analysis Based on 79 Experimental and Quasi-Experimental Studies
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| 作者 |
冷静(LENG Jing)
、路晓旭(LU Xiaoxu)
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| 中文摘要 |
批判性思维已成为21世纪人才必备的重要能力之一。关于批判性思维是否真的可教在学界一直存在争议。本研究选取79篇国内外实验或准实验研究文献为研究对象，采用元分析方法探究批判性思维的可教性。结果表明，所有学科领域和教育阶段都有提升学生批判性思维（包括技能和倾向）的有效教学策略。本研究从学科、学段、实验周期、实验人数、技术介入、国家区域和测评方式等方面探究批判性思维教学效果的差异。值得注意的是：1)批判性思维教学效果在不同学科差异显著，其中数学学科的效果最好；2)高中阶段开展批判性思维教学的效果最佳；3)批判性思维教学的周期越长，提升效果越好；4)教学干预在不同实验人数上具有同等的影响效果；5)有无技术介入对学生批判性思维的提升不存在显著差异；6)东西方国家的批判性思维教学效果存在显著差异；7)相较于标准化测试，自编工具测得的批判性思维能力的提升更明显。本研究采用元分析方法定量地综合了近十年的批判性思维实证研究，期待它能对未来批判性思维的培养提供启示。
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| 英文摘要 |
Critical thinking has become one of the important abilities necessary for talents in the 21 st century. However, there has been a debate in academia on whether critical thinking can really be taught. In this study, 79 empirical research studies at home and abroad are selected, and a meta-analysis is adopted to explore the teachability of critical thinking. The results show that there are effective teaching strategies to improve students’ critical thinking (including skills and dispositions) in all subject areas and at all educational levels. This study explores the differences in the effectiveness in the teaching effects of critical thinking from the aspects of discipline, learning period, experimental period, sample size, technical intervention, national region and assessment tool. It is worth noting that: 1) there are significant differences in the teaching effect of critical thinking among different disciplines, and it works best in mathematics; 2) the teaching of critical thinking works best in high school; 3) The longer the experimental period of teaching critical thinking, the better the improvement will be; 4) Teaching intervention has the same effect on different sample size; 5) There is no significant difference in the improvement of students’ critical thinking with or without technical intervention; 6) There are significant differences in the effectiveness of critical thinking teaching between eastern and western countries; 7) Compared with standardized tests, the improvement of critical thinking ability measured by self-designed tools was more significant. This study uses meta-analysis to quantitatively synthesize the empirical research on critical thinking in the past ten years, expecting to provide some enlightenment for the future development of critical thinking.
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| 頁次 |
110-118
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| 關鍵詞 |
批判性思维
、元分析
、教学干预
、critical thinking
、meta-analysis
、instruction intervention
、CSSCI
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| 卷期 |
26:6
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| 日期 |
202012
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2020.06.011
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