Critical Thinking Cultivation Perspectives on the Differences between Chinese and American Textbook Contents:The Enlightment from PISA Result
LAI Qin-Jiang, ZHANG Hong-Xia, WAN Dong-Sheng, LI Min-Yi
1.Institute of Education, Nanjing University, Nanjing, Jiangsu,210093;2.School of Education Science, Jiangsu Second Normal University,Nanjing,Jiangsu,210013;3.Faculty of Education,Beijing Normal University, Beijing,100875
文章导读 阅读是个体了解外部世界的必要手段,阅读能力对获取知识来说至关重要,善于阅读是个体取得成功、践行终身学习的前提条件。[2]从学校教育来讲,阅读是一切学习能力的核心,与学生思维能力发展高度相关。批判性思维素养应当是语文思维的重要内容,甚至是核心内容。[3] 关于“批判性思维”的定义,20世纪90 年代就有46位北美地区的专家,经过两年的研究后提出:批判性思维具有认知技能和精神气质两个维度。认知技能包括:诠释、分析、评估、推断、解释和自省等。精神气质包括对生命或人生的一般态度、对待特定议题或问题的态度等。[4]而批判性思维特别是认知技能维度,正是国际学生评价项目PISA(Programme for International Student Assessment)测量的“反思与评价信息”方面所考察的能力。作为世界上最有影响力的学生能力测试之一的PISA,2009年重点测试阅读,它不像传统的测量项目那样注重基础的阅读技巧,而是注重学生从不同内容的材料中综合、扩展和评价其意义的能力。它强调联系实际、独立思考、主动阅读、持续发展的能力,关注对有利于成为终身学习者的知识和技能以及与未来生活有关的基本知识和技能的考查。[5]PISA阅读的测评目标分为“获取信息、整合信息、反思与评价信息”三个层面。[6] 2009年上海第一次参加PISA测试就赢得总分全球第一的盛名,引起了全世界的热议。然而通过成绩分析,与许多发达国家相比,我们的学生寻找和整合信息的能力较强,而反思与评价信息的能力较弱。[7]这一现象在亚洲其他地区的儒家文化圈内也存在,如台湾。2011年PISA台湾数据显示,“大部分学生缺乏批判思考技巧,不善推论作者潜藏在字里行间欲表达的情感、态度与主张。尤其,学生在陈述自己的批判价值时,常做出模糊、不相关或不完整的论述”;依据文本提出具体主张且充分论证自己主张的能力严重不足。[8]本研究将以中美代表性语文教材的比较分析为手段,考察中美教材在培养学生批判性思维能力方面存在的差异,并讨论在我国语文教材中增加改进内容的可能方法。
Abstract:Critical thinking is an important capability of language literacy and reading is the core of language teaching. PISA2009 shows that Chinese students in reading literacy scored the highest of the world, but the sub-score of the critical thinking part was much lower than the other two dimensions, which attracted wide attention. Chinese reading textbooks are significantly different from that of USA in several types including the natural world, emotional and moral affaires, historical and cultural tradition, patriotism and life skills. In addition, there is a huge difference between Chinese and American textbooks about the proportion of non-continuous texts. The cultivation of students' reading ability in critical thinking is related to the content and text format. The author suggests to add more non-continuous texts which are closely linked to student life and social reality.
赖秦江, 张红霞, 万东升, 李敏谊. 从批判性思维培养的视角看中美语文教材的差异——PISA测试结果的启示[J]. 基础教育, 2014, 11(5): 83-90.
LAI Qin-Jiang, ZHANG Hong-Xia, WAN Dong-Sheng, LI Min-Yi. Critical Thinking Cultivation Perspectives on the Differences between Chinese and American Textbook Contents:The Enlightment from PISA Result. JSS, 2014, 11(5): 83-90.