criticalthinking阅读时的批判性思维演示文稿
Critical thinking 批判性思维 五段式英语作文
Rebecca 3425ThurDec 13th 2021How to improve student’ Critical thinking Critical thinking is a type of reasonable, reflective thinking that is aimed at deciding what to believe or what to do. Critical thinking is an important component of most professions. It is a part of the formal education process and is increasingly significant as students progress through university to graduate education.If we want to improve the students' ability of critical thinking, we should do the following.First, teacher should make the questions in situation to induce student to thinking. Critical thinking requires the students good at some critical problems, and rose at an appropriate time and answer the questions. Teachers should guide students to grasp these problems from different perspective and analysis to guide the students to discover problems. For example, teacher asks a question about “The price fluctuates around value〞. Teacher shouldn’t give a Fixed answers at first because this question is not adventitious. He should guide the students to think independently.Second, cultivating students' critical thinking on “Analysis of difference〞. Analysis of difference is a way of contrast learning. Students reasonable analysis in encounter problems and make appropriate treatment the problems. Teacher can through the debate competition. Through dialectical both intense debate, the student not only toprove the correctness of their views, but also refute the Opponent's views. Student can be very good to cultivate their' critical thinking and teamwork spirit in such a fierce debate.Third, strengthen students' logic training, cultivating students' critical thinking ability of dialectical analysis. Critical thinking is one of the important contents of scientific thinking. The teacher can let the students collect the words within a certain period of time and search the background and meaning for inside and outside. Student can improve the ability about logical thinking when they collecting data.In a word, if the teacher want to improve student’ ability about critical thinking. They should make the questions in situation to induce student to thinking, cultivating students' critical thinking on “Analysis of difference〞, strengthen students' logic training, cultivating students' critical thinking ability of dialectical analysis. It can cultivation student to get the spirit that including dare to doubt, careful demonstration and putting things into practice.〔此文档局部内容来源于网络，如有侵权请告知删除，文档可自行编辑修改内容，供参考，感谢您的配合和支持〕。
Critical Thinking Part I-批判性思维
evidence appears to lead;
"reasonable
• constructing a line of reasoning to guide your audience through the evidence and lead them towards your conclusion;
Critical Thinking Part 1
• Critical Thinking and Why It Is Important
1
What is Critical Thinking and Why is it Important?
• Week 1 Class 1
2
Expectations
• You should attend ALL classes unless you are too sick to come to school or approve the absence ahead of time
• Participation is required, you will only benefit from this class if you fully engage
• If you have questions, ask! If you don’t want to ask in front of the class, see me afterward
Total
300 points
Reminder: Late work WILL NOT be accepted for a grade
4
Warm-Up
Without talking, you must arrange yourselves from oldest (at the front of the class) to youngest (at the back of the class). Be as precise as possible.
批判性思维的英语作文
批判性思维的英语作文The Essence and Importance of Critical Thinking。
In today's information-dense society, the ability to think critically has become increasingly crucial. It is not just a cognitive skill but a way of life, a means of navigating the complex world with a discerning eye and a rational mind. This essay delves into the definition, components, and significance of critical thinking, as well as strategies to cultivate it.To begin with, critical thinking is the ability to analyze information objectively, question assumptions, and make logical conclusions. It involves the use of reason, observation, and reflection to evaluate arguments and determine the truth or falsity of statements. Unlike uncritical thinking, which often relies on emotions, biases, or superficial understanding, critical thinking is grounded in facts, evidence, and logic.The components of critical thinking are multifaceted. One crucial aspect is analysis, which involves breaking down complex ideas or situations into smaller parts and examining them individually. This helps us to understand the underlying principles and dynamics at play. Another key component is evaluation, which requires us to assess the credibility and reliability of information sources. We must determine whether the evidence presented is sufficient to support a claim or whether there are alternative explanations for a phenomenon.The importance of critical thinking cannot be overstated. In an era where misinformation and propaganda abound, the ability to discern truth from falsehood is crucial. Critical thinking allows us to filter out biased or distorted information and form our own opinions based on reliable facts. This is essential for making。
lecture 2 critical thinking批判思想PPT课件
Para. 6: Our future as a species is dependent on whether we can develop the wherewithal to raise our collective thinking so as to produce positive changes in societies across the world.
6
Part IV (Paras. 11 – 12): How do we cultivate critical thinking?
This can be done only person-byperson through a process, which we call intellectual work. Think of the “Elements of Thought” ... Are we in the habit of asking questions?
be divided into?
2
Text 1 Critical Thinking
Part I: (Paras. 1 – 4) What is critical thinking? (definition)
Para. 1: It’s a system for opening every existing system.
8
The last two paras.: conclusion Our students should learn to think
CriticalThinking批判性思维
CriticalThinking批判性思维Critical ThinkingIn this class,the most meaningful things I learned is critical thinking.I think it is very important for Chinese students.Every time when you leave question,I can find the trace of critical thinking.These questions such as what is eternal,why am I here and how to become a honorable man?When we had critical thinking this class,this question"why are there no girls playing "gave me a deep impression.When I saw only man play on field,I have never thought about this question.In China,we have learned some knowledge from our teacher. Chinese teacher never made us get knowledge from our self thinking.Especially in high school,graduation rates is standard to teacher quality.Teacher never allowed us thinking other things except study.Chinese education is training us change to test machine.In senior high school,my geography is better.When I found wrong things in my class,I would tell teacher what is wrong.But when there is some wrong,I didn't know what is right,I didn't have courage to tell the teacher.If that time critical thinking in my mind,maybe I didn't always believe the teacher.In this class,I through learning critical thinking,I had some change in my though.Critical thinking make me have tolerant manner to different ideas.Critical thinking helped me to see that the world we live in is diversity.In our world,we have variety of value.Everyone has different idea with same thing.Through learning these lessons,I got as a human we should have though.Critical thinking is a manner about thinking one thing.It told us that when we should thinking one thing with carefullogical.This manner can make me look at the world with an open mind.Critical thinking is an effective way of improving the thinking skill. In a life ever after,I will to use critical thinking to think every thing,every point.When a problem came to me,first of all,I should use logical thinking to analyze this problem,find out what it contains,through its internal to solve this problem.In Chinese society,there is a very serious problem is people believe leading expert even he say what is wrong.As a student,I should have different views think with one thing.So,I can get different views from one thing.Critical thinking as a kind of thinking method helps us how better and more profound thinking in our life,study and work.When I reach a conclusion with one thing,I will think with critical thinking.。
criticalthinking阅读时的批判性思维演示文稿
The last two paras.: conclusion Our students should learn to think
critically so as to know how to change their thinking in keeping with the changes of the world.
criticalthinking 阅读时的批判性思维
演示文稿
第1页，共24页。
Text 1 Critical Thinking
Part I: (Paras. 1 – 4) What is critical thinking? (definition)
Para. 1: It’s a system for opening every existing system.
第5页，共24页。
Part IV (Paras. 11 – 15): How do we cultivate critical thinking?
Paras. 11 and 12: This can be done only person-by-person through a process, which we call intellectual work. Think of the “Elements of Thought” ... Are we in the habit of asking questions?
Para. 4: In other words, critical thinking, …, transforms thinking in two directions: more systematically and more comprehensively.
critical thinking 怎样训练批判性思维
A study of the development of critical thinking skills using an innovative web 2.0toolLesley-Jane Eales-Reynolds a ,⁎,David Gillham b ,Carol Grech c ,Colin Clarke d ,Jacqueline Cornell eaPro-Vice Chancellor (Education),Kingston University,Greater,London,United Kingdom bSchool of Nursing and Midwifery,Flinders University,Adelaide,Australia cSchool of Nursing and Midwifery,University of South Australia,Adelaide,Australia dUniversity of Westminster,London,United Kingdom eWRAP project,School of Nursing and Midwifery,University of South Australia,Adelaide,Australias u m m a r ya r t i c l e i n f o Article history:Accepted 20May 2012Keywords:Web 2.0Critical thinking Higher education E-pedagogyWeb resource appraisal process WRAPBackground:Healthcare educators face numerous challenges including technological change,information overload,and the need to maintain clinical expertise and research knowledge across multiple specialities.Students also need to develop their capacity for critical thinking,using and discriminating between diverse sources of knowledge in order to advance their own practice.Objectives:To investigate student perceptions of the affordances of a novel web 2.0-based tool –the Web Resource Appraisal Process (WRAP),designed to support the development of critical thinking skills,and to identify how student's understanding of critical thinking and their use of web 2.0resources might inform the cross-disciplinary development of the WRAP.Design:A two phase,action research study of student perceptions of the WRAP and their ability to source and identify valid information sources.Settings:Implemented at the University of South Australia,development of the WRAP is an international project with the University of Westminster,UK.Participants:Students from international locations participated in the project.Methods:A mixed methods approach was adopted involving a two phase action research study.In phase one,student perceptions of the WRAP were obtained using a modi fied course feedback questionnaire.This informed the development of a subsequent questionnaire used to survey student perceptions of their usage of online resources,the ease of access of such resources and their approaches to determining their validity.Results:Results suggest that students mainly use traditional resources when preparing work for assessment and they either do not understand the concept of,or do not exercise,critical thinking skills in such activities.How-ever,the feedback from students using the WRAP,demonstrated that they found it instructive and useful.Conclusions:To ensure that practice developments are based on authoritative evidence,students need to develop critical thinking skills which may be facilitated by tools such as the WRAP.Crown Copyright ©2012Published by Elsevier Ltd.All rights reserved.IntroductionAs with all fields of education,technology is revolutionising the way we learn.It is providing faster access to a much wider variety of information;the legitimacy of which may be questionable.We all need to develop information literacy skills but this is particularly important in fields such as nursing and medicine,where development of practice is expected to be based upon evidence (Sackett et al.,1996).Finding evidence and establishing its legitimacy,authority and relevance require the demonstration of a range of cognitive skills often commonly referred to as critical thinking.In nurse education,programme speci fications often refer to the need for students to demonstrate ‘critical abilities ’,‘critical analysis ’,‘critical evaluation ’and these terms mean different things to different people depending upon their disciplinary background and personal experience.However,there is no doubt,that evidence-based practice,which is an underpinning tenet to many nursing programmes,de-pends upon an individual's ability to discriminate between authorita-tive resources,to analyse the arguments therein,judge the validity of the methods and conclusions and to form their own opinions and pre-sent them in an authoritative manner.It is these skills that are chal-lenging to develop in a traditional content driven curriculum and it is this challenge that prompted the current study.BackgroundGlobalisation and technological change have transformed learning inside and outside of universities.Students are likely to spend sub-stantial leisure time accessing and exchanging information online as technological convergence promotes increased integration of television,Nurse Education Today 32(2012)752–756⁎Corresponding author.Tel.:+447872589385.E-mail address:l.ealesreynolds@ (L.-J.Eales-Reynolds).0260-6917/$–see front matter.Crown Copyright ©2012Published by Elsevier Ltd.All rights reserved.doi:10.1016/j.nedt.2012.05.017Contents lists available at SciVerse ScienceDirectNurse Education Todayj o u r n a l h o m e p a g e :w w w.e l s e v i e r.c o m/n e d tmobile phones and the web.At this time,universities are also increasing their emphasis on online delivery with web2.0developments provid-ing accessibility to an increasing range of professional and educational resources(Learning Space,2009;LOREnet,2009;Acro,2009).As new pedagogies emerge that embrace the opportunities offered by the web,it is evident that one of our biggest challenges is to guide students in how to use this readily available information and to teach them to be discriminating.Many institutions are now beginning to talk about students as‘co-creators of knowledge’–if this is to be the case,they need to be able to discriminate,evaluate and judge the information sources they use, to synthesise the information and create new knowledge.These are skills that are explicitly taught in some disciplines,but not in others. Clearly there is a need to identify ways in which we can teach these skills particularly in relation to the use of online resources.In general,pedagogy underpinning online learning in universities has not yet fully captured the immense learning opportunities offered by the web‘students need not only to be able to choose and person-alise what tools and content are available,but also to have access to the necessary scaffolding to support their learning’(McLoughlin and Lee,2010).The Web Resource Appraisal Process(WRAP)was designed to provide structure and support to students using online resources to inform their learning about a subject of their choice and to produce a critical appraisal of the subject,which might sub-sequently inform their practice as health care workers(including nurses).Thus it allows them the choice whilst providing the struc-tured support identified by McLoughlin and Lee(2010).In the traditional learning environment curricula have been influenced by the work of Biggs(1996)and his model for constructive alignment where the learning outcomes,assessment methods and teaching strategies are all aligned and designed to encourage student learning.Particularly in high schools,but also more recently in higher education,there has been a movement towards what is generally known as‘authentic assessment.’This means that the assessment methods are not only aligned with the teaching approaches but also reflect the type of activity that one might be expected to perform in the real world when demonstrating the attainment of a particular learning outcome.‘Authentic assessment’as defined in this way,has been shown to encourage reflection and critical analysis as well as enhanced learning(Savery and Duffy,1995;Birenbaum and Dochy,1996;Darling-Hammond and Snyder,2000;Herrington and Herrington,1998;Gulikers et al.,2007).Thus the WRAP was designed to facilitate the development of information literacy and critical think-ing skills through the development of an authentic assessment item,in this instance a critical review of the literature,a useful information source for nursing professionals engaging in evidence-based practice.A critical review may be defined as an evaluation of an academic text e.g.:an article,report,essay or book[where students]are asked to make judgments,positive or negative,about the text using various criteria(.au/lls/llonline/quickrefs/26-critical-review.xml).Generally,a critical review involves a description of the focus of the article being examined,an evaluation of the reliability and validity of the material,and its relevance to a discipline and/or practice.One of the drawbacks of this approach to a critical review is that it is open to bias by the reviewer owing to their own beliefs and expe-riences.Recommending a change in practice that has implications for patient welfare based on such a review is not particularly sound. This problem was identified by Cochrane(Higgins and Green,2011) who recognised instead the need for a systematic approach to litera-ture reviewing in order to eliminate bias and increase the reliability of the outcomes.Thus a systematic review is an article that draws inferences from a range of literature and makes conclusions based on judgements about the sources studied in relation to a particular topic or question.Whilst the systematic review process is thorough,it is time con-suming and usually reliant on a number of participants evaluating the literature.A compromise is to teach students the premises of sys-tematic reviewing and to guide them in choosing key articles to review.In this way,students can learn the basics and improve their critical thinking skills by undertaking a review of a range of literature, rather than merely critiquing a single article.This was the premise upon which the WRAP was developed for use by nursing students. Since the majority of resources used for such critiques are online,a computer-based approach was sought that whilst teaching students the basic skills related to literature reviewing and critiquing,it also developed their understanding of the need for information manage-ment and taking a systematic approach.The Web Resource Appraisal Process(WRAP)The pedagogy that informed the development of WRAP was dis-tinct,combining components from a range of theoretical perspectives including constructivism(Modritscher and Spiel,2006),authentic as-sessment(Herrington and Herrington,1998),and evidence-based practice(Sackett et al.,1996).WRAP was designed to provide both an information base and guidance on aspects of critical thinking and appraisal to enable students to identify specific collections of author-itative resources.The early version of the WRAP software facilitated the production of a critical review of a topic using online resources as primary sources of information.It included the following features:•the ability to establish a topic-relevant,virtual,library•online note taking and prompted summarising of research papers •automated comparative table and report generation•detailed critical appraisal reports based upon a specific template.The combination of online forms and a backend database pro-vides the structure for the development of critical reviews of re-search evidence on topics of priority to professional practice.The WRAP guides students through the processes of summary,interpre-tation,reflection and critical appraisal in order to produce an output, of which they can see the professional relevance.Production of a critical appraisal designed to meet the student's assessment needs and to be of use in practice meets the criteria described above of an authentic assessment item,thus suggesting that the use of the WRAP might encourage the development of critical thinking skills in those who use it.The affordances of the WRAP were investigated through an Action Research Study which informed its development and modification to allow multidisciplinary use.It also highlighted the need for a better understanding of how students access,use and critically evaluate web resources.Thus,this study explored the assumptions which underpinned the design of the WRAP through investigating students' perceptions of their use of online resources to support their produc-tion of assessment items and the challenges they faced in sourcing relevant information.Ethical approval for the study was obtained from both the University of Westminster(UW)and the University of Southern Australia(UniSA).MethodThefirst phase of the study occurred at UniSA between2003and e of the WRAP by nursing and health sciences students was evaluated through standard student feedback questionnaires and the-matic analysis of responses(n=76).This informed the second phase of the study,which comprised a ten item,online questionnaire that included both qualitative and quantitative questions.These examined higher education students'experiences of assessment(not directly relevant to this study),their online resource use,online searching practices,and how they determine the authority of a resource.Prior to distribution,the questionnaire was assessed by the project team,753L.-J.Eales-Reynolds et al./Nurse Education Today32(2012)752–756which resulted in changing some wording to enhance comprehension by an international audience.Thefinal instrument was distributed to a collection of Higher Education Institutions in Australasia,Europe and North America,as well as to multidisciplinary and professional groups through established networks.Staff members were requested to encourage their students to complete the online questionnaire via SurveyMonkey().A copy of the question-naire is available from thefirst author on request.Responses were statistically analysed or subjected to thematic analysis involving the identification of key themes using the mind mapping software,Freemind().ResultsFirst PhaseThe preliminary evaluation of the WRAP by nursing and health sciences students at UniSA occurred over a period between2003 and2010using a standard course evaluation instrument.Students found the WRAP to be highly relevant to professional practice e.g.‘Highly relevant to clinical practice on an every day basis,something we all should be endeavouring to do better’and ‘very relevant!It makes you appreciate the research that is going on in current day practice and allows you to justify the evidence for optimal patient outcomes’and‘The relevance of this subject is that I now will be able to constructively critically analyse evidence based research before applying results and information to my practice’.Students also indicated how they might use the WRAP in their professional practice e.g.‘I will be applying the techniques of the WRAP process to the development of practice guidelines’.They also clearly appreciated the skills they had learned through its use e.g.‘Very useful.Now have a searching strategy forfinding other evidence on other health issues’and‘I now feel confident in my ability to write research papers to a professional level’.In general,respondents indicated that the WRAP was particularly useful for them when they did not have a strong background in re-search or critical review development.Students indicated that the WRAP improved their critical appraisal skills and questioning of the research evidence basis for practice‘Learning methods of seeking quality evidence relating to practice no matter where or what’.How-ever,they also indicated that the workload was rather overwhelming and this related directly to the way in which the WRAP worked e.g.‘The workload is excessive and more than triple the2–3hours of work per week suggested.It is hard to do from the sheer work load. The reading and links need to be reduced as to absorb the reading and links takes a lot of time’.In addition,students reported issues in accessing online resources‘I found limited access to research publica-tions very frustrating’.Finally,some students did not see the need for the tool‘I did not use the WRAP tool.I found it quite difficult to follow.Is it necessarily needed.’Students also provided extremely valuable technical suggestions for improving the WRAP such asflexibility with ordering entries, updating,editing and navigational changes e.g.‘Needs to beflexible in giving alternative ways of ordering entries,e.g.by date;author; subject matter;journal title etc.’and‘To see example offinished prod-uct prior to commencing would help plan progression through WRAP. If at all possible,using Word through WRAP would be most helpful both prior and following compilation offinal report(for formatting)’.Phase2–Student QuestionnaireFour hundred and eighteen students logged into the survey ques-tionnaire,there was a62.7%(n=281)completion rate.Students completing the survey represented nine different countries although the majority were studying in Australia(n=182)or the UK(n=65), whilst4.6%(n=13)did not provide details of their country of study.Ten separate disciplinary areas were represented predominantly from nursing and health science students(n=191),business studies (n=32)and computing(n=29).In order to analyse the data in a meaningful way,disciplines were allocated to the following categories: Business,Computing,Education,Health,Social Science and‘Others’.Initially,resource use was examined as a percentage of the com-plete sample as shown in Fig.1and subsequently Chi Square analysis was used to determine significant differences between disciplines.Free text responses underwent a thematic analysis.Initial re-sponses were expanded to identify the individual topics i.e.‘I only use Wikipedia as the beginning of my research,but never to be cited in an actual research paper.I generally trust government websites(perhaps to my detriment)and the sites of non-profits and such.I also always trust journals.’would become three separate topics,(i)I only use Wikipedia at the beginning of my research,but never to be cited in an actual research paper,(ii)I generally trust gov-ernment websites(perhaps to my detriment)and the sites of non-profits and such,and(iii)I also always trust journals.These topics were then coded to identify the response themes.Comparison of the Types of Resources Used as Sources of Information The reported rates of resource use are presented in Fig.1.The most common types of document students reported using to support their work were.pdf(published papers)(61%),book chapters(57%), Word documents(49%)and PowerPoint slides(43%).Whereas elec-tronic media such as Zines(0%),blogs(3%),and mailing lists(5%) were rarely used.When the results were analysed with respect to the disciplines, there were significant differences,particularly in relation to the less obvious resources.Students from Health sciences were significantly more likely to report the use of Podcasts c2(5,294)=12.65,p b.05 than other disciplines.Whereas students from studying Business,or Computer and information sciences were significantly more likely to report the use of Spreadsheets c2(5,294)=29.40,p b.01and Project reports c2(5,294)=12.94,p b.05.Students studying Computer and information sciences or Education were significantly more likely to report the use of Video orfilm c2(5,294)=12.04,p b.05;whilst those studying Computer and information sciences or Social sciences, Humanities and Languages were significantly more likely to report the use of information from Blogs c2(5,294)=26.07,p b.01,Social networks c2(5,294)=12.35,p b.05,and Virtual Learning Environ-ments c2(5,294)=22.48,p b.01.This indicated a clear distinction in resource use by discipline.Determination of the Validity of Resources UsedThe validity and authority of resources were predominantly deter-mined by reference to its source(Fig.2;49.3%respondents)e.g.‘Source-is it a valid professional website,journal,institution etc.’Respondents wrote about resources from trusted websites and insti-tutions(15.7%),authoritative websites(16.8%),library(6%),journals (8%)or simply‘source’(4%).Others focussed on the author(14%), who they are,their qualifications and date of publishing the resource e.g.‘author names,and if possible research them’,and how recently a source was published(10%)e.g.‘published in the last5years’.Anoth-er common theme was peer review(24.3%)e.g.‘Through use of peer reviewed articles’.A variety of other themes emerged from the data in small numbers including,university databases,Wikis,provision of a reference list,copyright and tutor e.g.‘is recommended by my lecturer/tutor’.Only four respondents mentioned critical appraisal e.g.‘Reason through underlying logic,i.e.premise's and conclusions’suggesting that the exercise of critical thinking skills is limited when students are seeking information to inform their work.754L.-J.Eales-Reynolds et al./Nurse Education Today32(2012)752–756Challenges to Discovering Relevant Information on the WebThe major themes and subthemes identi fied by students in re-sponse to the question ‘What are the major challenges you face when trying to discover relevant information on the web?’were:•Information (41%respondents;n=260)which included a number of subthemes (i)accuracy;(ii)appropriateness;(iii)currency;(iv)finding (4%);(v)relevance (7.5%)e.g.‘wading through the large amount of often irrelevant and not useful information ’;(vi)trustworthiness;(vii)completeness;and,(viii)volume (8%)e.g.‘The sheer volume of information available.Sometimes trying to find speci fically what you are looking for is a mine field ’.•Identifying keywords/search phrases (11%respondents)e.g.‘Some-times it's hard to choose appropriate search terms to localise the type of information I'm looking for and I may not be aware of all possible alternate terms ’.•Journal access (9%respondents)e.g.‘it is dif ficult to get access to some information which is really relevant,but you have to pay to get it ’.•Time (8.5%respondents)e.g.‘Time-long exhausting process usually for little reward,many hours can be spend looking and reading for only one or two references ’.Numerous other themes emerged that were only cited by a small number of respondents,these themes included:(i)a need for guid-ance;(ii)author reputation;(iii)limited research (on a particular subject);(iv)the need for payment (for resources and website access);and,(v)search engine/database identi fication.DiscussionThe results of phase one of this study,which focussed on nursing and health science students,demonstrated the usefulness of the WRAP in developing the skills required to undertake a criticalreview.Fig.1.Identi fication of online resources used by students in creating assessment artefacts.Students were asked ‘What type of resources might you use to inform work that you will submit for assessment?’The choices were Word documents (unpublished information),.pdf files (web-based;unpublished),podcasts,images,figures (e.g.graphs),excel spread-sheets,powerpoint presentations,.pdf (published papers in journals),book chapters,project reports,case reports,published catalogues,video/film,blogs,wikis,social networking sites,mailing lists,zines,virtual learning environment (Blackboard,Moodle),UTube,other.Responses are expressed as percentage of respondents indicating the use of a particularresource.Fig.2.Validity authority Wordle.Free text responses to the question ‘How do you know that the online information you use is valid and authoritative?’was analysed for word fre-quency and the word picture was created using Wordle ( ).755L.-J.Eales-Reynolds et al./Nurse Education Today 32(2012)752–756Evidence from the literature demonstrates that nursing students and those in practice have difficulty in accessing relevant information resources and even when they can locate them,they lack the skills and techniques to critically appraise the evidence(Younger,2010 p7).The results of phase two of the current study supported these findings demonstrating that this is not limited to nurses and health science students alone.This supports the need for further develop-ment of the WRAP and its application across disciplines for education and practice with the aim to develop the information management and critical appraisal skills,particularly in relation to the use of inter-net resources.Previously,higher education students located resources in libraries in the form of hard copy academic journals and books.In Mill,2008,Mill un-dertook a bibliographical study which showed that written assignments were predominantly supported with references to journal articles (47.6%)and books(29.9%)although there were some disciplinary differ-ences.For example,science and social science students cited more journal articles(66.2%,46.7and respectively)than books(17.3%,25.2%respec-tively)whilst students of the humanities cited more books(60.7%)than journal articles(24.5%).In the present study,similar results were ob-served but with books(61%)being cited more frequently than.pdffiles (journals;57%).Disciplinary differences were distinct with Business (51%v43%),Education(80%v60%)and Social Sciences(77%v73%)stu-dents reporting greater use of book chapters than.pdffiles(respectively). This difference between the current study and that of Mill,may be due the distinct methodological differences between the studies.With the advent of web2.0technology,there are a wealth of other resources open to the curious but the boundaries between acceptable and unacceptable resources has become somewhat blurred because of institutional and disciplinary preferences(Lea and Jones,2011). When students were asked to identify how they ensured the validity of the information they obtained from the web the majority men-tioned the source of the information(e.g.valid professional websites, journals etc),the author,the recency of the publication and whether or not it had been peer reviewed.Others mentioned reading lists or advice of their tutor offering confirmation of the work of Lea and Jones(2011),who suggest that the question of reliability of a resource is driven by institutional requirements and student perceptions of their tutor's expectations.However,Griffiths and Brophy(2005)sug-gest that student's use of resources is dependent upon their knowl-edge of search engines,and that students'views of quality relate to reliability,recency and accuracy rather than coming from a refereed source.Our data would suggest that at least some students identified the importance of peer-review in determining the validity of a source.Some respondents in phase two of the current study identified authorship as an important factor in recognising the authority of a resource but few indicated that they conducted any detailed critical ap-praisal.This supports thefindings of Grimes and Boening(2001)who found that students attempted to locate the authors,considered the pub-lication date,and looked for confirmation via different search engines;‘Most students considered author to be the most important feature of a high-quality website,giving no thought to the qualifications of any partic-ular Web author’(Grimes and Boening,2001,p.18).All of which suggests that students are unlikely to appraise resources on the logic of the argu-ment,the methodology,content,references etc.,i.e.critically.A recentfive year study of information retrieval by students found a substantial increase in the use of Google and Wikipedia,whereas library and Google Scholar searches remained static(Judd and Kennedy,2010).Interestingly,in relation to the resources that they cite,we found that in phase two of the current study,few respon-dents mentioned the use of Google(or Google Scholar)or Wikis.By contrast,Lea and Jones(2011,p.385)found that‘when questioned about their practices around the use of the Web in terms of accessing sources for their assignments,students nearly always began the dis-cussions by naming a specific technological application,such as Goo-gle,Wikipedia or the university library portal’.Whether or not these differences are due to institutional or disciplinary conditioned re-sponses would benefit from further investigation.The challenges faced when trying to discover authoritative online resources are to some extent addressed within the original version of the WRAP,although in phase1,student feedback highlighted difficul-ties in relation to identifying keywords and search phrases.However, the original version was confined to professionally relevant search engines,a limitation of the tool when one explores the data from phase2and the types of resource identified by students.Our results support the need for further development of critical appraisal skills of students,particularly in relation to the discovery and use of Internet resources.The WRAP was originally designed to support the development of such skills in relation to the critical review of literature for nursing and health science students. ConclusionThis paper describes a two phase action research study to develop and modify a web2.0based application–the Web Resource Appraisal Process.Phase one investigated the affordances of the WRAP in rela-tion to the development of critical thinking and appraisal skills in nursing and health science students in the higher education sector. Phase two involved an international,multidisciplinary study of student perceptions of the use and validity of online resources.Our results demonstrate the potential of the WRAP to support the development of critical thinking and appraisal skills.They have also demonstrated students'lack of understanding,and implementation of,those skills in a range of students across disciplinary and interna-tional boundaries.ReferencesAcro./acro_index.html(Last accessed,September20th,2009). Biggs,J.,1996.Enhancing teaching through constructive alignment.Higher Education 32,1–18.Birenbaum,M.,Dochy, F.J.R.C.,1996.Alternatives in assessment of achievements, learning processes and prior knowledge.Kluwer Academic Purbishers,Boston,MS. Darling-Hammond,L.,Snyder,J.,2000.Authentic assessment in teaching in context.Teaching and Teacher Education16,523–545.Griffiths,J.,Brophy,P.,2005.Student searching behavior and the web:use of academic resources and Google(Retrieved on30March2012from)/ 2142/17492005.Grimes,D.,Boening,C.,2001.Worries with the Web:A look at student use of Web resources.College and Research Libraries62,11–23.Gulikers,J.,Bastiaens,Th.,Kirschner,P.,2007.Defining authentic assessment:five di-mensions of authenticity.In:Havnes,A.,McDowell,L.(Eds.),Balancing dilemmas in assessment and learning in contemporary education.Routledge,New York. Herrington,J.,Herrington,A.,1998.Authentic assessment and multimedia.How uni-versity students respond to a model of authentic assessment.Higher Educational Research and Development17(3),385-322.Higgins,J.,Green,S.(Eds.),2011.Cochrane Handbook for Systematic Reviews of Inter-ventions Version5.1.0[updated March2011]:The Cochrane Collaboration(Avail-able from ).Judd,T.,Kennedy,G.,2010.Afive-year study of on-campus Internet use by undergrad-uate biomedical puters in Education55(4),1564–1571.Lea,M.,Jones,S.,2011.Digital literacies in higher education:exploring textual and technological practice.Studies in Higher Education36(4),377–393.http:// /10.1080/03075071003664021.Learning Space./(last accessed,September20th,2009). LOREnet.http://www.surffoundation.nl/en/themas/elearning/onderwijsrepositorieslorenet/ Pages/Default.aspx(last accessed,September20th,2009).McLoughlin,C.,Lee,M.,2010.Personalised and self-regulated learning in the Web2.0era: international exemplars of innovative pedagogy using social software.Australasian Journal of Educational Technology26(1),28–43.Mill,D.,2008.Undergraduate information resource choices.College and Research Libraries69(4),342–355.Modritscher,F.,Spiel,S.,2006.Assessment in E-Learning Environments:A Comparison of three Methods./papers/paper_moedritscher_et_al_ eassessment_2006.pdf2006(last accessed January3rd,2012).Sackett,D.,Rosenberg,W.,Gray,J.,Haynes,R.,Richardson,W.,1996.Evidence based medicine:what it is and what it isn't.BMJ312(7023),71–72.Savery,J.,Duffy,T.,1995.Problem-based learning:an instructional model and its con-structivist cations Technology35,31–38.Younger,P.,2010.Internet-based information-seeking behaviour amongst doctors and nurses:a short review of the literature.Health Information and Libraries Journal 27,2–10.756L.-J.Eales-Reynolds et al./Nurse Education Today32(2012)752–756。
ticalthinking阅读时的批判性思维演示课件
Para. 2: (There is a third way to talk about critical thinking) It’s thinking about thinking while thinking in order to think better.
6
The last two paras.: conclusion Our students should learn to think
critically so as to know how to change their thinking in keeping with the changes of the world.
Para. 5: It’s important because we, as creatures, are deeply determined … by our thinking.
Para. 6: Our future as a species is dependent on whether we can develop the wherewithal to raise our collective thinking so as to produce positive changes in societies across the world.
Para. 4: In other words, critical thinking, …, transforms thinking in two directions: more systematically and more comprehensively.
ThinkingCritically批判性思维PPT教学课件
2020/12/10
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Thinking critically
Native speakers question authority, but how?
▪ In many cultures, the point of speaking in public or writing for an audience is:
– to imitate the style of famous orators and writers
▪ Native speakers of English expect writers to be
Look at the author’s ideas and determine - The author’s credibility - Whether the ideas are logical
2020/12/10
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Thinking critically
▪ Keep an open mind ▪ Withhold judgment ▪ Realize your own limitations and biases ▪ Consider other people’s reactions and
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Speak or Write with a native style
▪ Question authority
▪ Native speakers of English assume they are operating within a democratic society that encourages open debate.
批判性思维阅读笔记(Critical thinking; reading notes)
批判性思维阅读笔记（Critical thinking; reading notes）Critical thinking; reading notesP22Trained critical thinking:- presenting key questions and questions clearly and accurately;- collect and evaluate relevant information, and have an effective interpretation of the information;Arrive at conclusions and solutions based on reasonable reasoning, and test them with relevant standards;- open thinking in different thinking systems, and, if necessary, the assumptions, implications, and actual results of cognition and the thinking systems of Pinggu;- communicate effectively with others when looking for solutions to complex problems.In short, critical thinking is a way of thinking, self disciplined, self monitoring, and self improvement. This bodes well for the use of strict standards of excellence, as well as conscious control over the use of these annotations.P23 low critical thinking: a quibble.Advanced critical thinking: fairness and high-level thinkingskills.- modest attitude- Fearless: dare to challenge beliefs, reject beliefs that are inconsistent with reality and follow only evidence and reasoning.- Sanity: judge yourself and others with the same standards.- the psychological difficulties: unremittingly.- believing in reasoning: recognizing that good arguments have their merits.- freedom of will: independent thinking, refusing to follow blindly. Treason is not freedom, it is just a kind of blind obedience to another kind of blind obedience.P39Spontaneous thinking (general thinking) critical thinkingJust thinking and analyzing your own thoughtsHaving egocentric tendencies; examining and revealing the central sources of thought in detailAttracted by a fundamentally unworthy standard of thought, expose them and replace them with reasonable standards of thoughtFull of temptation, we raise the meaning of meaning to conscious investigation, avoiding the pitfalls caused by instinctive thinking.Indulging in the mind and emotion clearly controls life in a rational and emotional way: who we are, what we are doing, and what trajectory our life trajectory will extend toBe governed by your own mind and learn how to control your mind.The first stage: a rash thinkerThe second stage: the thinker facing the challengeP44Reflection on the existing problems in thinking:- make the hypothesis that you can;- using false, incomplete or misleading information;- make inferences that we do not have evidence that we do not support;- unable to recognize the hidden meaning of our thoughts;- we can't recognize the problems we have;- train the wrong concept;- use of biased, narrow perspective reasoning;- from the perspective of self centeredness / irrationality.Signs of tending to consider:- discovering that you are trying to analyze and evaluate your own thinking;- discovering that they study the structure of thinking that makes thinking possible, such as concepts, assumptions, reasoning, and hints- find yourself thinking that thinking is more sound quality: clear, accurate, relevant, logical, money.- discovering that you are interested in the role of self deception in your mind.The third stage: a green hand.Recognize that your level of thinking is not high, and make a positive decision to accept the challenge of trying to grow into a great thinker.A gradual realization of how to deal with the structural hierarchy (purpose, problem, information interpretation, etc.) that functions in the operation of thought- analyse the inherent logic and problems of the environmentalsituation;- make clear and accurate questions;- check the accuracy and relevance of the information;- distinguish between the original information and the interpretation of it;- identifying the hypothesis of inference;- identifying biased and biased beliefs, irrational conclusions, useless words, and missing implications;- noting when our views are distorted by self-interest.Influence model:We are thinking in a series of different categories:Sociology, philosophy, ethics, intelligence, anthropology, ideology, politics, economics, history, biology, theology, psychology.On a green hand thinker:- doctrine of absolutism: truth is acquired through irrational beliefs;Subjective relativism: there is no criterion for judging the right and wrong.The fourth stage: practice thinkers.P50Make up your mind to make a plan that you think you can do. Success ultimately belongs to those who persevere and make strategic plans for themselves.The best way to combat frustration is to recognize from the beginning that you are doing a pilot experiment on different plans. Be prepared to accept some temporary failures.Success is relatively heavy in failure to blaze a new trail.Strategies for improving your thinking ability:Start slowly, and pay attention to the fundamentals.P52Action planning:1. make use of wasted timeRecall the day and assess your own thinking patterns- what was the worst time I thought of it today?- when did I think the best?- what have I been thinking about today?Have I solved anything today?- have I allowed negative thinking to make myself needlessly frustrated?If I had to repeat today's activities, what would I do differently? Why?- did I make any effort to promote my long-term goals today?- is my behavior today in line with what I claim to be?If I live like I do today in the next ten years, will I finally be able to achieve something that has been commensurate with such a long time?2. solve a problem one dayAsk yourself, "where's the problem?" How do you solve problems in the form of doubt?3 digestion and absorption of mental standards: focus on research4. keep a record of mind diaries. Step:- describe only the significance of the situation- describe a situation at a time;- describe the reaction at that time;- according to the records, to analyze what happened in the case and to dig through the surface;- assess what implications your analysis implies If you could start over again, what would be different measures? )5. practice mind strategy (CH17)6. reshaping individualitySevenReflect on your behavior daily (find self centred thinking, see CH12)8. redefine the angle of looking at things. Convert the negative definitions of many things into positive definitions. Make a list of the root causes, replace the negative definitions, and plan the new emotions and reactions.9. get in touch with your emotions. What kind of thinking has made me feel? What's wrong with my thinking? What assumptions were made? What information does my thinking make based on? Is the information reliable? (CH3, CH10)10. analyze the impact of groups on life. E.G. beliefs and taboos (CH13)P58The tendency of human self - centred thinking means that we rarely, or rarely, have insight into the nature of our own thoughts and emotions. Forged the bonds of the heart enslaving itself.E.g. when you are afraid of asking yourself questions and make yourself stupid, then you have to aim at self centeredness as a source of fear: ask this question, and others will think I am stupid.You can use the following ideas instead: any question I ask will help your study, and may be beneficial to the study of other students. Furthermore, it is their problem if anyone thinks this is stupid, and they do not understand the importance of questioning as a means of learning.I will not let my learning be hindered by the lack of other people's knowledge.P59A closer examination of our attitudes reveals that we all unconsciously justify our beliefs with egocentric standards.1. "it's true, because I believe it's true."."2. "it's true.",Because we all think so."3. "XX, because I want to believe it."."4. "XX, because I've always thought so."."5. "XX, because it's my self-interest."."P60Three functions of the mind:1., the function of thinking is to create meaning. And classify and find patterns for yourself, that is to say "what"".The 2. sense function is to monitor or evaluate the meaning created by the thinking function and assess whether it is positive or negative.3., the function needed is to inject energy into action when action is consistent with what we mean by "possible" / "possible" definitions, that is, driving force.< concept evaluation - drive / disable >Thinking, feeling, needUnderstanding the world tells us how to act and drives us to take actionJudge happiness, sadness, depression, goals, desiresPerceived anxiety, stress, planning, evaluation, motivationAnalyse calmness, worry, excitementclarifyDecisioncomparecomprehensiveThinking ---- feeling| / || / \ |Act ---- needPositive thoughts produce positive emotions, negative thoughts produce negative emotions(consequence) fundamentally determined by a person's way of thinking when facing the environment, different thoughts and actions also produce different emotions.The feeling and need (desire) will not change by itself; the only way to change is to think.P64If you can take control of your mind in class, you can analyze the course carefully so that you can decide what is important and worthwhile to learn. Such,No matter how boring the course may be, you will urge yourself to feel that you have the ability to learn any knowledge.Depressed, confused, unremittingly; open-minded; the best thinkers are those areas on their own field of the known and unknown people have a clear distinction.Independent thinking:Recognize the connection between three functions of thoughtRecall the recent scene of negativity (anger, frustration, uneasiness).1. write down what happened in the scene. What do you think?.2. discover your thoughts in the circumstances that lead to negative emotions and record them in detail.3. write down how thoughts and feelings affect behavior. What will happen after such thinking exists? )P65If your knowledge is always paid, you should look carefully at the thoughts, emotions, and desires that make it impossible togo deeper. The need to find rational thinking is the powerful force of careful reasoning.The historical way of thinking can avoid the self centred life style; the sociological mode of thinking makes it difficult to be dominated by peers; the philosophical mode of thinking helps to comprehensively consider the orientation and value of life;Economics helps to understand the powerful forces that influence and determine the world we live in. Only when we really realize the value of these disciplines can we have the motivation to study them in depth.It is only when the logic of the content of a subject can work in real life that we will value it and have the motivation to study and solve problems and research. If you want to make yourself motivated to learn, you need to find emp。
培养批判性思维英语作文模板
培养批判性思维英语作文模板英文回答：Critical Thinking。
Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It involves the ability to:Analyze information and arguments。
Identify biases and assumptions。
Evaluate evidence。
Draw conclusions。
Communicate ideas effectively。
Critical thinking is a valuable skill for anyone whowants to make informed decisions, solve problems, and understand the world around them. It can be used in all aspects of life, from personal decision-making to professional problem-solving.There are many different ways to develop critical thinking skills. Some of the most effective methods include:Reading and analyzing different perspectives。
Asking questions and challenging assumptions。
Practicing logical reasoning。
Debating and discussing ideas。
Writing and reflecting on your thoughts。
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Part III: (Paras. 7 – 10): The task of developing critical societies is a Herculean one.
Para. 7: topic sentence and background information.
Paras. 8 -- 10: There are many barriers to critical thought.
• 'Being critical' in academic terms refers to two broad characteristics of a researcher's way of thinking.
The last two paras.: conclusion
Our students should learn to think critically so as to know how to change their thinking in keeping with the changes of the world.
Para. 4: In other words, critical thinking, …, transforms thinking in two directions: more systematically and more comprehensively.
Part II: (Paras. 5 – 6) Critical thinking is important.
Para. 5: It’s important because we, as creatures, are deeply determined … by our thinking.
Para. 6: Our future as a species is dependent on whether we can develop the wherewithal to raise our collective thinking so as to produce positive changes in societies across the world.
Part IV (Paras. 11 – 15): How do we cultivate critical thinking?
Paras. 11 and 12: This can be done only person-by-person through a process, which we call intellectual work. Think of the “Elements of Thought” ... Are we in the habit of asking questions?
criticalthinking 阅读时的批判性思维
演示文稿
Text 1 Critical Thinking
Part I: (Paras. 1 – 4) What is critical thinking? (definition)
Para. 1: It’s a system for opening every existing system.
Para. 2: Or, critical thinking is thinking that analyzes thought, that assesses thought, and that transforms thought for the better.
Para. 2: (There is a third way to talk about critical thinking) It’s thinking about thinking while thinking in order to think better.
Paras. 13 – 15: What standards do you use to assess your thinking and the thinking of others?
“I use the standards of clarity, accuracy, precision, relevance, depth, breadth, logic and fairness.”
-- Para. 8: human egocentricity, sociocentricity, self-delusion, narrowmindedness
-- Para. 9: fear, human insecurity, human habits, bureaucracy
-- Para. 10: Then for us who are teaching, student resistance to critical thinking is an obstacle. ... mistaken notions, ignorance, our limited knowledge, stubbornness, our activated ignorance, (finally) our resistance to doing the intellectual work ...
• What is critical thinking? • Why is it important us? • Why is it so difficult? • How can we cultivate it?
What is “being critical”?
• Critic comes from the Ancient Greek, meaning a person who offers reasoned judgment or analysis, and criticism is the activity of judgment or informed interpretation, which can be synonymous with analysis.