【摘要】：批判性思維是一種高級(jí)思維過(guò)程,它決定著人們相信什么或不相信什么,能使人們善于思考與反省,做事時(shí)抓住事物本質(zhì),堅(jiān)持真理不畏懼權(quán)威,并且批判性思維能幫助找到更好的解決方法。它包含三個(gè)內(nèi)容:技能、情感傾向、思辨。批判性思維技能和批判性思維傾向是批判性思維的兩個(gè)維度,思辨是與批判性思維傾向有著密切的關(guān)系,它是培養(yǎng)批判性思維傾向的著眼點(diǎn)。批判性思維傾向是思維的靈魂。因此。本文以批判性思維傾向?yàn)檠芯繉?duì)象,以它的概念及其培養(yǎng)的相關(guān)基本理論為依據(jù),結(jié)合新課程改革背景下《普通高中物理課程標(biāo)準(zhǔn)》(實(shí)驗(yàn))中對(duì)學(xué)生思維能力培養(yǎng)目標(biāo)的要求:培養(yǎng)學(xué)生的探究能力和科學(xué)素養(yǎng),使學(xué)生經(jīng)歷科學(xué)探究的過(guò)程,嘗試?yán)靡?guī)律去解決問(wèn)題,通過(guò)這些體驗(yàn)來(lái)提高自己分析、綜合、概括能力以及最高級(jí)的評(píng)價(jià)與批判能力,采用文獻(xiàn)研究法對(duì)批判性思維的概念特別是批判性思維傾向七個(gè)維度以及與教學(xué)的關(guān)系進(jìn)行研究,這七個(gè)維度分別是尋求真理、思想開(kāi)放、分析、系統(tǒng)、自信、好奇和成熟,它們既是理論的重點(diǎn)也是調(diào)查物理教學(xué)中批判性思維傾向培養(yǎng)的出發(fā)點(diǎn)。實(shí)際調(diào)查首先是根據(jù)已有的文獻(xiàn)理論特別是關(guān)于批判性思維傾向的七個(gè)維度,使用問(wèn)卷調(diào)查法,然后研究討論找出符合培養(yǎng)學(xué)生批判性思維傾向的課堂教學(xué)行為,最后編制出培養(yǎng)學(xué)生批判性思維傾向的行為檢核表,結(jié)合實(shí)際課堂觀察錄像,對(duì)課堂調(diào)查結(jié)果進(jìn)行數(shù)據(jù)統(tǒng)計(jì)。得出教師在教學(xué)中培養(yǎng)學(xué)生的批判性思維傾向的現(xiàn)狀:物理老師在培養(yǎng)學(xué)生批判性思維傾向方面,其各個(gè)分項(xiàng)行為存在不平衡,比如有些分項(xiàng)行為在課堂上經(jīng)常出現(xiàn),但有些分項(xiàng)行為很少出現(xiàn)等。還對(duì)年輕的新手教師和富有經(jīng)驗(yàn)的熟手教師在培養(yǎng)學(xué)生批判性思維傾向方面是否存在差異進(jìn)行研究,最后研究發(fā)在相同分項(xiàng)行為下熟手和新手教師確實(shí)存在著差異。然后根據(jù)數(shù)據(jù)分析其中的原因,并通過(guò)三種課堂實(shí)例:習(xí)題課、實(shí)驗(yàn)課、新授課加以佐證分析。論文最后根據(jù)實(shí)際調(diào)查結(jié)論及前人關(guān)于批判性思維培養(yǎng)的研究成果,針對(duì)批判性思維的七個(gè)維度提出了在物理教學(xué)中培養(yǎng)學(xué)生批判性思維傾向的途徑和方法,具體介紹了在各個(gè)維度下,教師應(yīng)該多注意加強(qiáng)某種教學(xué)行為。當(dāng)今高中物理教師應(yīng)抓住新課程改革這個(gè)契機(jī),對(duì)學(xué)生進(jìn)行批判性思維傾向的培養(yǎng),使學(xué)生不盲從、不人云亦云,具有質(zhì)疑精神并善于反思?xì)w納總結(jié)。
[Abstract]:Critical thinking is a process of advanced thinking, which determines what people believe or do not believe. It enables people to be good at thinking and introspecting, to grasp the essence of things when doing things, to insist on truth and not to fear authority. And critical thinking can help find better solutions. It consists of three elements: skills, emotional tendencies, and speculation. Critical thinking skills and critical thinking tendencies are two dimensions of critical thinking, and speculative thinking is closely related to critical thinking tendency, which is the starting point of cultivating critical thinking tendency. The tendency of critical thinking is the soul of thought. therefore This paper takes the tendency of critical thinking as the object of study, based on its concept and related basic theories. According to the requirements of the students' thinking ability training goal in the background of the new curriculum reform "ordinary Senior High School Physics Curriculum Standard" (experiment): to cultivate the students' inquiry ability and scientific literacy, and to make the students experience the process of scientific inquiry. Try to use the rules to solve problems, through these experiences to improve their analysis, synthesis, generalization, and the most advanced evaluation and criticism ability, This paper studies the concept of critical thinking, especially the seven dimensions of critical thinking tendency and its relationship with teaching by literature research. These seven dimensions are truth seeking, open thinking, analysis, system, self-confidence, curiosity and maturity. They are not only the focus of theory but also the starting point of the cultivation of critical thinking tendency in physics teaching. First of all, according to the existing literature theory, especially the seven dimensions of critical thinking tendency, the questionnaire method is used, and then the classroom teaching behaviors which are in line with the cultivation of students' critical thinking tendency are studied and discussed. Finally, the behavior check table of cultivating students' critical thinking tendency is worked out, and the results of classroom investigation are statistically analyzed in combination with the actual classroom observation video. The present situation of teachers training students' critical thinking tendency in teaching is obtained: physics teachers have unbalanced behaviors in cultivating students' critical thinking tendencies, such as some itemized behaviors often appear in the classroom. However, some sub-actions rarely occur and so on. The differences between the young novice teachers and the experienced teachers in cultivating students' critical thinking tendency are also studied. Finally, the differences between the proficient teachers and the novice teachers under the same sub-behavior are studied. Then according to the data analysis of the reasons, and through three classroom examples: exercise class, experimental class, new teaching to prove the analysis. Finally, according to the actual investigation results and the previous research results on critical thinking cultivation, the paper puts forward the ways and methods of cultivating students' critical thinking tendency in physics teaching according to the seven dimensions of critical thinking. This paper introduces that teachers should pay more attention to strengthening some teaching behavior under each dimension. Nowadays high school physics teachers should seize the opportunity of the new curriculum reform to cultivate the students' critical thinking tendency so that the students do not follow blindly, do not follow others, have the spirit of questioning and be good at reflection and summary.
【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.7

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本文編號(hào)：2163975