Dr. Richard Paul was a leading proponent of critical thinking until his death in August of 2015, and in his work and legacy, Paul remains an international authority on critical thinking. He founded the Center for Critical Thinking at Sonoma State University in 1980, followed by the Foundation for Critical Thinking. In his lifetime, he developed concepts, principles, and theory essential to a robust and fairminded conception of critical thinking; he worked tenaciously to advance ethical, or strong-sense,critical thinking throughout education and society. In his lifetime, Paul authored more than 200 articles and seven books on critical thinking. He presented workshops to hundreds of thousands of educators over his 35-year history as a primary leader in the critical thinking movement.
Dr. Linda Elder is an educational psychologist who has taught both psychology and critical thinking at the college level. She is the President of the Foundation for Critical Thinking and the Executive Director of the Center for Critical Thinking. Dr. Elder has a special interest in the relation of thought and emotion, as well as the cognitive and affective.She has developed an original theory of the stages of critical thinking development. Dr. Elder has co-authored four books on critical thinking as well as twenty-four Thinkers' Guides.She has presented workshops to more than 20,000 educators.
目录
Introduction
Recommended Design Features
Idea #1:Design instruction so that students engage in routine practice in internalizing and applying the concepts they are learning (and in evaluating their understanding of each)
Idea #2:Teach students how to assess their reading
Idea #3:Teach students how to assess their writing
Idea #4:Teach students how to assess their speaking
Idea #5:Teach students how to assess their listening
idea #6:Design tests with the improvements of student thinking in mind
Idea #7:Make the course "work-intensive"for the students, but not for you
Idea #8:Use engaged lecture
Idea #9:Require an intellectual journal (when it is relevant to your class)
Orientation (first few days)
Idea #10:Give students a thorough orientation to the course
Idea #11:Develop a syllabus which highlights your expectations for the students
Idea #12:Give students grade profiles
Idea #13:Use a"student understandings"form
Idea #14:Explain to the students, when orienting them to the class, what will happen on a typical class day (and why)
Idea #15:Explain the key concepts of the course explicitly during the first couple of class meetings
Idea #16:Discuss class time as a time in which the students will PRACTICE thinking (within the content) using the fundamental concepts and principles of the field
Idea #17: Make the point that the content is a SYSTEM of interconnected ideas
Idea #18:Think of yourself as a coach
Idea #19:Discuss the textbook as the thinking of the author
Daily Emphasis
Idea #20:Encourage students to think--quite explicitly--about their thinking
Idea #21:Encourage students to think of content as a form of thinking
Idea #22:Relate content whenever possible to issues, problems, and practical situations in the lives of the students
Idea #23:Target common student disabilities using specific strategies that take them into account
Idea #24:Use tactics that encourage active learning
Idea #25:Routinely ask questions that probe student understanding of the content
Idea #26:Model skilled thinking for your students
Idea #27:Cultivate important intellectual traits in instruction
Idea #28:Bring intellectual standards into daily use
Idea #29:Have students role play ideas other than their own
Idea #30:Systematically question students using a Socratic approach
Epilogue: Summarize the ideas above in brief to make the whole more intelligible
