我们是否教导批判性思维? 在三个职业学校的教师和学生对教学和学习批判性思维的看法进行混合方法研究
Amy M Sullivan1, Margaret M Hayes1, Christine P Beltran2
1School of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA, USA.
Medical teacher
|February 21, 2024
概括
教师和学生缺乏对批判性思维 (CT) 指导的共同理解. 明确教授CT可以培养一种共同的语言,并改善专业技能发展.
科学领域:
- 专业教育 专业教育 专业教育
- 高等教育教学的教学.
- 认知技能发展 发展认知技能
背景情况:
- 批判性思维 (CT) 是跨学科专业人士的关键技能.
- 现有的CT教学和评估方法往往是特定于学科的.
- 有限的数据存在于教师的教学感知和学生的CT学习感知之间的对齐.
研究的目的:
- 调查教师和学生对专业教育中批判性思维 (CT) 教学的看法.
- 在不同专业学校中确定与CT相关的定义,教学策略和障碍.
- 探索CT的教师和学生心理模型之间的对齐.
主要方法:
- 融合混合方法方法在美国东北部大学的核心课程中使用.
- 数据收集包括教师调查 (n=64) 和学生焦点小组 (n=34).
- 研究了教育,政府和医学学校中CT教学的定义,策略和障碍.
主要成果:
- 只有54%的教师报告明确教授CT,而学生认为教学主要是隐含的.
- 教师用过程术语 (例如"分析") 定义了CT,而学生则专注于观点和偏见.
- 在CT的定义和教学策略中,在教师和学生之间以及在学校之间发现了显著的差异.
结论:
- 教师和学生之间缺乏关于CT的明确,共享的心理模型.
- 纪律孤岛有助于CT教育中的分散方法.
- 实施明确的CT指导可以培养一种共同的语言,增强对基本专业技能的理解和应用.
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