* ( 100875) [ ] Stapleton : ; ; ; [ ] ; ; ; ; [ ] G633.34;G633.41 [ ] B [ ] 1674-6120(2015)07-0092-06 DOI:10.13627/j.cnki.cdjy.2015.07.022 (criticalthinking) [1] κριτικ ζ 2500 (SocraticDialogue) (liberatingforceined- 20 ucation) JohnDewey [2] (reflectivethinking) [3-4] 2010 [7] (2010-2020 ) RobertEnnis [8-9] [5] Richard Paul [10-11] : [16] 2014-12-17 * :2014 ( :14YJA740004) (1990 ) : (1972 ) : 92
: 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) 16 17 [1719] 2002 Stapleton 70 : ( ) 93
( ) 30 5 1 ( ) : ; 1. ; Stapleton(2001) ; ( : ; ) 1 ; ( : 2. ; ) 1 ; ( : ) 1 3. ; ; ( : 4. 5. ) 1 ; 1 0 1. ; ; ; ( ) ; 2. ; ; ; ; 17 3. ; : (2.35) (3.71) (0.76) (0.65) (0.29) ; 4. ; 5. ; : 6. ; 7. ; 1 1 16 : : Staple- ( ) ton (2001) : 94
: 16 : ( ) : ( ) 16 ( ) : (1.88) (3.25) (0.81) (0.19) (0.25) 3: 3 T Sig : 2.35 0.996 1.88 0.885 1.459 0.155 3.71 1.572 3.25 1.238 0.928 0.361 0.76 0.437 0.81 0.403-0.3270.746 2 0.65 0.786 0.19 0.403 2.093 0.045 2 0.29 0.686 0.25 0.577 0.2 0.843 3 ; ; APP ; 1. ; ; PPT 2. ; ; ; ; ; 3. ; ; ; ; ; 1. ; ; 2.; 3. 2 : ( ) 95
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: htmlfiles/moe/moe-838/201008/93704.html2014-12-05. Teaching What We Value:The Relationship Between Col- [6]. lege-levelwritingandcriticalthinkingabilities[j].assess- [J]. ing Writing2004(9):56-75. 2010(4):19-35. [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):44-48. 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):47-64. [15]CondonW. & Kely-RileyD.Assessing and tion20076:140-154. tion200118(4):506-548. prove:using WritingtoIncreaseCriticalThinkingPerform- anceingeneraleducationbiology[j].lifescienceseduca- [17]StapletonP.Assessing Critical Thinkinginthe WritingofJapaneseUniversityStudents:InsightsaboutAs- sumptionsandcontentfamiliarity[j].writencommunica- [18]StapletonP.CriticalThinkinginJapaneseL2Writ- ing:rethinkingtiredconstructs[j].eltjournal200256 (3):250-257. [19]. [J]. 200526(2):46-51. [20]. [J]. 2010(1):78-80. [21]. [M]. : 2009. [22]HalpernD.F.Teaching Critical Thinking for Transfer across Domains:DispositionsSkilsStructure Trainingand Metacognitive Monitoring[J].AmericanPsy- chologist199853(4):449-455. [23]WilinghamD.T.CriticalThinking:Whyisitso Hardto Teach [J].ArtsEducationPolicy Review2008 109(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