! : Rationale .
22402306/[email protected]
*** active process (think things through for yourself, raise
questions yourself, find relevant information yourself, etc.)
passive process (learning in a passive way from someone else)
persistent and careful unreflective thinking (jump to a conclusion
or make a snap decision without thinking about it) grounds which
support itfurther conclusions to which it tends (what matters are
the reasons we have for believing something and the implications of
our beliefs)Robert Ennis: deciding what to believe or do = decision
making is a part of CTRichard Paul : .
*
* . , , , , , . , . , , , .
*Forty-six persons, widely recognized by their professional
colleagues to have special experience and expertise in
CTinstruction, assessment or theory, made the commitment to
participate in this Delphi project.
The experts characterize certain cognitive skills as central or
core CT skills. The experts are not,however, saying that a person
must be proficient at every skill to be perceived as having CT
ability. Theexperts to be virtually unanimous (N>95%) on
including analysis, evaluation, and inference as central toCT.
Strong consensus (N>87%) exists that interpretation, explanation
and self-regulation are also centralto CT.
"while CT skills themselves transcend specific subjects or
disciplines, exercisingthem successfully in certain contexts
demands domain-specific knowledge, some ofwhich may concern
specific methods and techniques used to make reasonablejudgments in
those specific contexts"***IMPROVING CT IS DIFFICULT. Mastering CT
is comparable to learning a second language. Everyone knows that
second languages need years of regular, motivated practice. CT
requires similar dedication.CT is a complex, higher-order cognitive
skill. We know from cognitive science that cognitive skills, like
skills of any sort, improve with practice.
**Research literature on cognitive skill acquisition, shows that
cognitive skills, like other skills, improve with practice
, , , , , , , , .
For CT the practice should be practice-for transfer. What does
this mean? The greatest challenge facing teachers of general
thinking skills is the problem of transfer: skills acquired in one
domain or context often do not carry over to other situations.
Improving general CT skills takes more than practice via a
particular narrow problem set, and more than practice via a wide
range of problems and domains. It involves practicing transfer
itself that is, carrying concepts and skills over to new problems
in diverse domains and contexts. This is quality practice..
2. , , , , , .3. *General reasoning = Informal reasoning
Informal reasoning as we use the term, is most reasoning in a
natural language. It contrasts withformal reasoning, of the kind
found in mathematics, computer science, and games such as
chess.Informal reasoning involves activities such as distinguishing
principal claims from the reasons orevidence provided in their
support; supporting claims with reasons; evaluating the quality
ofreasons; challenging reasons, and rebutting challenges; and
evaluating the overall case for a claim.
*The ability to write logical arguments based on substantive
claims, sound reasoning and relevant evidence is a cornerstone of
the writing standards, with opinion writing a basic form of
argument extending down into the earliest grades. (new English
Language Arts E.L.A. writing standards)*W.9-10.1. Write arguments
to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and
evidence.Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations
of both in a manner that anticipates the audiences knowledge level
and concerns.Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.Establish and
maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are
writing.Provide a concluding statement or section that follows from
and supports the argument presented.
** vs . vs (, , , ). , vs . vs (, , ).
********** I. , II. III. .IV. .V. VI. VII. .
***
