根植于西方两千余年历史文化传统的批判性思维能力，其价值已得到全球教育界的普遍认可，培养批判性思维的教育实践也在不断深入开展。就我国高等教育现状而言，如何面向大学生群体进行系统和有效的批判性思维培养，仍需基于教学实际进行更多的深入探讨。本研究聚焦于高等教育教学改革，立足课程与教学的微观层面，探索符合中国大学批判性思维教育实践的创新教学模式，并且尝试通过实际教学实践验证其效果。本研究遵循教育设计研究方法，旨在将批判性思维培养有机地融入到高校现行的通识课程教学情境中，提出了一种融入式批判性思维教学模式（Integration Teaching Mode for Critical Thinking, 简称ITCT）。该模式力图克服“一般法”“注入法”“混合法”等传统批判性思维教学方法难以推广与不够灵活等限制。它借助学习科学的理论视角，对批判性思维教育目标和教学方法进行了综合分析，以多类型学习活动的模块式融入为基本原则，通过增设或调整课程目标、课程大纲和具体的学习活动，综合运用对话、探究和情境化等核心方法，建构与既有课程框架相整合的、并能促进学生批判性思维发展的整体性学习情境，从而提升学生批判性思维能力的培养效果。本研究在提出ITCT理论模型的基础上，以T大学一门通识教育核心读写课为案例，结合课程实际进行了具体的教学设计与教学实施，并采用分组比较的方法验证其效果。该课程以“大班授课+小班讨论”为组织形式，学生的主要学习任务包括参与小班讨论、进行深度阅读和写作。在教学过程中，选课学生被分为三组，接受ITCT模式不同程度的干预。综合定性和定量各类数据分析，研究者发现选课学生经过一学期的学习，其综合批判性思维能力有所提升；ITCT模式干预程度最高的一组，学生能力提升效果相对更为明显。由此可见融入式批判性思维教学模式总体上是有效的。本研究提出的融入式批判性思维教学模式，为高校基于既有课程条件而推进批判性思维培养提供了一种思路。本研究建议中国高校加大对教师在相关教学能力上的引导与培训，并致力于营造鼓励思考、讨论和表达的校园学习氛围。
Critical thinking, rooted deeply in the Western culture and history over 2,000 years, has been universally accepted as an important educational target around the world. And the practices on developing students’ critical thinking have been continually going further. As far as the current situation of higher education in China, it requires more in-depth researches originating from actual education practices to detect more systematic and effective solutions on developing university students’ critical thinking. Accordingly, focusing on higher education reforms, this study explores a critical thinking teaching mode suitable for Chinese universities and attempts to attest its effects through practice from the perspective of curriculum and teaching.Exploiting educational design research method, this study proposes an integration teaching mode for critical thinking (abbreviated as ITCT), aiming at organically integrating the critical thinking development into the real teaching situation of general education curriculum in universities. The study on ITCT pays much attention to breaking through the limitations like overspecialization and inflexibility of traditional approaches for critical thinking, such as generation approach, infusion approach, mixed approach and so on. The ITCT comprehensively analyzes the educational purposes and teaching methods of critical thinking with the learning sciences theory and uses modular learning activities as the fundamental instructional design principle. Through adding or adjusting the objectives, outlines and specific learning activities of the curriculum and collaboratively utilizing the core teaching strategies such as dialog, inquiry and contextualization, the ITCT builds an integrative learning environment coherently situated in the existing curriculum to facilitate students’ critical thinking.Based on the theoretical ITCT mode, the researcher takes one core general education curriculum in T University as a case. Considering the curriculum conditions, the teaching research is specially and specifically designed and implemented, with the group comparison method to validate the effects of ITCT. The class is organized in the form of big-class-instruction and small-class-discussion; and the main learning tasks for students include small class discussion, deep reading and writing. The researcher divides students into three groups, who are influenced by the ITCT intervention to divergent degree. Drawn from the qualitative and quantitative data, the results show that the students’ comprehensive critical thinking abilities have enhanced after one-semester teaching, especially for the group intervened the most, which can prove that the ITCT mode proposed by this study is generally effective.In summary, this study proposes an integration teaching mode for critical thinking based on the educational design research. It provides a reference framework for Chinese universities to develop students’ critical thinking under the circumstance of the existing curriculum system. The researcher genuinely suggests that the university administrators should encourage and prompt instructors to strengthen relevant teaching abilities, and create a learning environment in campus to boost students’ thinking, discussion and expression.
