批判的思考教授における思考技能の統合 : R. ポールの理論を中心に

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  • Integration of Thinking Skills on Teaching Critical Thinking : The Theory of Richard Paul
  • ヒハンテキ シコウ キョウジュ ニ オケル シコウ ギノウ ノ トウゴウ Rポ

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Some people believe that critical thinking can be taught as an automatic product of content coverage or as a battery of technical skills. It is a lack of view of an affective domain and comprehensive critical thinking skills. Richard Paul discusses integrated thinking skills and remodelled lesson plans. This paper focuses on an analysis of Paul's critical thinking theory from the following two perspectives: 1) The concept of critical thinking 2) The principle and pedagogy of teaching critical thinking. According to Paul, there are three groups of mental structures essential to the critical thinker: 1) micro skills, 2) macro abilities, and 3) traits of mind. He emphasizes the importance of recognizing a difference between two distinct conceptions of critical thinking skills: that is "weak sense" and "strong sense". In a weak sense, critical thinking is understood as a set of micro skills. In a strong sense, micro skills, macro abilities, and traits of mind are integrated together. It is multilogical as opposed to monological in the weak sense. Current methods often encourage critical thinking merely in a weak sense. For long term goals, strong sense critical thinking is advocated. Paul develops students micro skills and macro abilities in the context of intellectual standards and values. In the classroom, he recommends a dialogical thinking as the best method of teaching. Students are led to think about multilogical issues. They need to discover opposing points of view and to understand their prejudices or misconceptions. Socratic questions are also emphasized. The teacher sometimes pursues clarity of expression, looks for evidence and reasons, and considers alternative points of view. These approaches teach the affective and moral dimension of critical thinking. Yet his method is sometimes teacher-centristic. A discussion should be held between students. And it is necessary for students to reason, using their points of view and beliefs.

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