DOI: /j.cnki.cdjy κριτικ ζ,

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1 * ( ) [ ] Stapleton : ; ; ; [ ] ; ; ; ; [ ] G633.34;G [ ] B [ ] (2015) DOI: /j.cnki.cdjy (criticalthinking) [1] κριτικ ζ 2500 (SocraticDialogue) (liberatingforceined- 20 ucation) JohnDewey [2] (reflectivethinking) [3-4] 2010 [7] ( ) RobertEnnis [8-9] [5] Richard Paul [10-11] : [16] * :2014 ( :14YJA740004) (1990 ) : (1972 ) : 92

2 : Facione [18] (DelphiProject) Stapleton [19] [20] [12] Stapleton Bloom ( Bloom scriticalthink- ingtaxonomy) [13] [1] criticalthinking ; ( ) ( ) ( ) Stapleton [14-16] (2001) :(1) ( (2) ) Stapleton 2001 Toulmin (3) 45 ( ) [17] 33 (argument) (evi- [21] ( ) dence) (recognitionofopposition) (refutationofopposition) (falacy) [1719] 2002 Stapleton 70 : ( ) 93

3 ( ) ( ) : ; 1. ; Stapleton(2001) ; ( : ; ) 1 ; ( : 2. ; ) 1 ; ( : ) 1 3. ; ; ( : ) 1 ; ; ; ; ( ) ; 2. ; ; ; ; ; : (2.35) (3.71) (0.76) (0.65) (0.29) ; 4. ; 5. ; : 6. ; 7. ; : : Staple- ( ) ton (2001) : 94

4 : 16 : ( ) : ( ) 16 ( ) : (1.88) (3.25) (0.81) (0.19) (0.25) 3: 3 T Sig : ; ; APP ; 1. ; ; PPT 2. ; ; ; ; ; 3. ; ; ; ; ; 1. ; ; 2.; 3. 2 : ( ) 95

5 ( : :(1) ) ( : [2] ); ( : (2) Stapleton(2001) ) (3) [21] :(1) : 6 1 (2) Stapleton(2001) : Stapleton [822-23] Stapleton(2001) (3) :(1) [1]. [J] (1): [2]AtkinsonD.A.A CriticalProachtoCriticalThink- (2) ingintesol[j].tesol Quarterly199731: [3]. [J]. 1998(7): (3) [4]. [J]. 2010(1): [5]. (2010- ; 2020 )[EB/OL].htp:// 96

6 : htmlfiles/moe/moe-838/201008/93704.html Teaching What We Value:The Relationship Between Col- [6]. lege-levelwritingandcriticalthinkingabilities[j].assess- [J]. ing Writing2004(9): (4): [16]QuitadamoI.J.& MarthaJ.K.LearningtoIm- [7]DeweyJ.How WeThink:A RestatementoftheRe- lationofreflectivethinkingtotheeducativeprocess[m]. Boston:Heath1933. [8]EnnisR.H.A LogicalBasisfor Measuring Critical Thinkingskils[J].EducationalLeadership198543(2): positionsand Abilities.In Baron J.B.Sternberg R.S. (Eds.).TeachingThinkingSkils:TheoryandPractice(pp.9-26).New York:W.H.Freeman1987. [10]PaulR.W.CriticalThinking:WhatEveryPerson NeedstoSurviveina Rapidly Changing World[M].CA: SonomaStateUniversity1990. [11]PaulR.W.Critical Thinking:WhatWhyand How [J].New DirectionsforCommunityColeges1992 (77):3-24. [9]EnnisR.H.A TaxonomyofCriticalThinkingDis- [12]FacioneP.A.CriticalThinking:A Statementof ExpertConsensusforPurposesofEducationalAssessment andinstruction:thedelphireport[m].california:thecali- forniaacademicpress1990. [13]BloomB.A TaxonomyofEducationalObjectives [M].New York:McKay1956. [14]BlatnerN.H.& FrazierC.L.DevelopingaPer- formance-based AssessmentofStudents CriticalThinking Skils[J].Assessing Writing2002(8): [15]CondonW. & Kely-RileyD.Assessing and tion20076: tion200118(4): prove:using WritingtoIncreaseCriticalThinkingPerform- anceingeneraleducationbiology[j].lifescienceseduca- [17]StapletonP.Assessing Critical Thinkinginthe WritingofJapaneseUniversityStudents:InsightsaboutAs- sumptionsandcontentfamiliarity[j].writencommunica- [18]StapletonP.CriticalThinkinginJapaneseL2Writ- ing:rethinkingtiredconstructs[j].eltjournal (3): [19]. [J] (2): [20]. [J]. 2010(1): [21]. [M]. : [22]HalpernD.F.Teaching Critical Thinking for Transfer across Domains:DispositionsSkilsStructure Trainingand Metacognitive Monitoring[J].AmericanPsy- chologist199853(4): [23]WilinghamD.T.CriticalThinking:Whyisitso Hardto Teach [J].ArtsEducationPolicy Review (4):8-19. ( : ) AnalysisofChineseHighSchoolStudents'CriticalThinkingin ChineseandEnglish Writings ZOU Min CHENZehang (SchoolofForeignLanguagesandLiteratureBeijingNormalUniversityBeijing100875China) Abstract:Asanessentialpartofthinkingabilitycriticalthinkingplaysanimportantroleinacountry'srequirementfor high-qualityinnovativeandlearnedtalentsaswelasinstudents'personaldevelopment.thecurrentstudyatemptstoexplore Chinesehighschoolstudents'criticalthinkingbyanalyzingandcomparingtheirChineseandEnglish writingswithstapleton' (2001)framework.TheresultssuggestthatChinesehighschoolstudentshaveacertaingraspofcriticalthinkinginthewrit- ingsbutthequalityandquantityofcriticalthinkingshowninchineseandenglishwritingsvaries.intheirchinesewritingthey cancomeupwithsomeabstractargumentsand meanwhiletheycansuevariousargumentstoanalyzeproblemsdialecticaly proveandexpresstheirargumentsreasonably.thereforeacomparativelyhighlevelofcriticalthinkingcanbeseenfromtheir Chinesewriting.HoweverintheirEnglishwritingstudentsprefertomentionothers'viewpoints.Argumentsinvolvetheirphys- icalneedssafetyneedsandemotionalneeds.theirpersonalexperienceandreasonableexplanationserveasthemainarguments. RestrictedbytheirlimitedEnglishstudents'criticalthinkingcannotbefulyshownintheirEnglishwriting.Theargumentsand thedisapprovalusedintheirchinesewritingaremoreandbeterthanthoseusedintheirenglishwriting.nonethelessthereare fewermistakesinstudents'englishwriting.meanwhilebecauseofthelong-timestereotypewritingexercisesandthemutual influenceofenglishwritingandchinesewritingstudentsshowarelativelyhighconsistencyofthinkingandargumentationin theirchineseandenglishwriting. Keywords:Englishteachinginhighschools;highschoolstudents;criticalthinking;Englishwritings;highschoolstudents; stereotypewriting 97