本文選題：批判性思維　切入點：高中　出處：《南京師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：思考是人的本質(zhì)特征之一,有效思考可以促成人價值的形成。公民在思考基礎(chǔ)上,掌握有效的說理能力能夠促進社會的理性、開放、民主。從今天發(fā)達國家教育實踐與經(jīng)驗看,批判性思維是現(xiàn)代公民素質(zhì)教育的重要議題。高中階段,學(xué)生學(xué)習(xí)議論文寫作,就是學(xué)習(xí)有效地說理。有效說理能力不是與生俱來的,而是通過后天教育形成的。有效說理不僅需要文章學(xué)的知識,也需要具備批判性思維技能。本文以批判性思維為視角,圍繞高中議論文寫作教學(xué),針對四個問題展開研究:一、批判性思維中有哪些常見思維形式需要引入高中議論文教學(xué)。二、高中學(xué)生在議論文寫作中常常會有哪些思維缺陷,以及對這些缺陷,能否進行分析、歸納。三、批判性思維方式如何與高中議論文教學(xué)原有課程融合。四、反思引入批判性思維后的高中議論文教學(xué)與寫作,是否會出現(xiàn)新的問題,及如何解決這些問題。全文共分為五章:首先,對當(dāng)代高中議論文寫作教學(xué)現(xiàn)狀與思考。當(dāng)代高中議論文寫作的主要矛盾是學(xué)生理性思維與議論文說理要求之間的矛盾。議論文寫作目標(biāo)是追求理性思維,崇尚理性應(yīng)是議論文寫作的核心價值。我們應(yīng)能歷史地審視寫作課程基礎(chǔ),重新發(fā)現(xiàn)議論文寫作的當(dāng)代意義,重視對議論文寫作理性價值的重構(gòu)。其次,討論了高中思辨性議論文寫作課程建設(shè)。思辨性議論文寫作課程既需要寫作課程,也需要閱讀課程。該章將從課程視角,從寫作教材、讀本、教師、評價四個角度對議論文寫作如何有機融入批判性思維進行研究。再次,針對高中生議論文寫作謬誤展開研究。該部分從課程思考轉(zhuǎn)向具體的寫作實踐,從主張、原因、推理三個方面歸納學(xué)生議論文寫作的謬誤,并研究相應(yīng)解決方法。然后,提出高中生議論文寫作策略,試圖回答寫作應(yīng)注意哪些原則及具體操作策略問題。為了避免批判性思維中立性帶來的立場缺乏,我們應(yīng)在基本的倫理觀念、人文視角基礎(chǔ)上提出鮮明的主張。作為對第二章的回應(yīng),本章將對議論文五個核心要素中的分析和論證做進一步討論。最后,批判性思維在具體使用中有什么需要注意的原則,其與思辨又是怎樣的關(guān)系,注重文章的邏輯會不會導(dǎo)致失去文采,這些都是基于批判性思維的寫作教學(xué)研究面臨的問題。本章將對這些問題做出思考與回應(yīng)。
[Abstract]:Thinking is one of the essential characteristics of the formation of effective thinking can promote adult values. Citizens in the thinking basis, grasp the reasoning ability effectively to promote social rational, open and democratic. From today's developed countries education practice and experience, critical thinking is an important issue in the modern quality education. Public high school students study of argumentative writing, is to learn effective reasoning. Effective reasoning ability is not innate, but acquired through the formation of education. Not only need the effective reasoning of knowledge, but also need to have critical thinking skills. In this paper, from the perspective of critical thinking, focusing on the teaching of argumentative writing, study the four issue a: what are the common form of thinking requires the introduction of argumentative teaching critical thinking in senior high school students. Two, what are the thinking defects in argumentative writing often, And these defects can be summarized. Three, analysis, critical thinking way and argumentative teaching of original curriculum integration. In four, after the introduction of critical thinking and Reflection on high school teaching and writing papers, whether there will be new problems, and how to solve these problems. The thesis is divided into five chapters: first of all, on the status of contemporary high school teaching of writing and thinking of the contemporary high school debate. The main contradiction is the contradiction between the writing requirements of the students' rational thinking and reasoning. On the argumentative writing goal is the pursuit of rational thinking, advocating rational is the core value of argumentative writing. We should be able to look at the history of writing course based discovery the contemporary significance of argumentative writing, pay attention to reconstruction of argumentative writing and rational value. Secondly, discussed the senior speculative discussion on constructing a writing course. The speculative argumentative writing curriculum 闇，

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