Critical Thinking From The Perspective Of Knowledge View And School Education Reform

Critical thinking is a kind of thinking that points to independent thinking,negating unreasonable factors,conforming to certain standards,and building on facts.Critical thinking is an important subjective condition for human beings to generate knowledge and culture.It is the source of vitality in human initiative and the essence of scientific spirit and scientific methods.The concept of knowledge is the general concept,viewpoint and view of knowledge.The concept of knowledge in school education emphasizes the practicality of knowledge on the study of pedagogy,and also emphasizes the service of meaning to the meaning construction and survival and development of human beings.The concept of knowledge in school education focuses on the nature of knowledge,the values of knowledge,and the acquisition of knowledge.The problem that the research wants to solve is what kind of knowledge view does the development of students’ critical thinking need in the perspective of school education?From the perspective of knowledge,what should be done to promote the development of critical thinking in schools?In the process of solving the problem,the study answered five questions in a step-by-step manner.First,the main content of the concept of knowledge is clarified from the two dimensions of historical development dimension and theoretical foundation.At the same time,the theoretical model of critical thinking based on this research(the elements,standards and development dimensions of critical thinking)is constructed.The dialectical relationship between knowledge and critical thinking strives to provide a solid argumentation basis for the cultivation of students’ critical thinking in school education from the perspective of knowledge.Secondly,on the one hand,the study sorts out the evolution of knowledge history,and examines the dynamic relationship between the formation of knowledge and human critical thinking:under different backgrounds,the development of human critical thinking presents different levels and characteristics,which is related to social culture.,science and technology,and the degree of democracy.On the other hand,it analyzes the critical thinking in subject knowledge,and examines the different characteristics of critical thinking under the knowledge of humanities and science,in order to lay a theoretical foundation for the use of critical thinking in the study of knowledge in different disciplines.Thirdly,it discusses the two aspects of intellectual education and moral education on the value of critical thinking.The cognitive skills of critical thinking can stimulate students’ innovative thinking ability,improve students’ language expression ability and enhance students’independent learning ability.The personality tendency of critical thinking can cultivate students’ true consciousness and shape in moral education.The rational spirit of the students and the sound personality of the students.Fourth,the cause of the lack of critical thinking of students is diagnosed.The lack of critical thinking of Chinese students is reflected in the weak logical thinking ability of students,the restraint of solidified thinking,the blind obedience of groups and authority,and the"self-centered" thinking defects.The latter reflects "standardization”and"neutrality".The dominant view of knowledge,the“authorization" and the“de-lifeization" have hindered the development of students’ critical thinking,and the lack of school teaching to cultivate critical thinking.Fifth,it proposes the reform of school education based on the cultivation of critical thinking.(1)To build a vision of knowledge based on critical thinking.(2)The theoretical and practical interpretation of the educational purpose based on critical thinking training is:from Dewey’s"reflective thinking",Whitehead’s "active wisdom" and to cultivate"active" and "health" in" New Basic Education".The development of human beings for the purpose of educational purposes explores the cultivation of critical thinking for the purpose of education,and at the same time,from the practical discussion of the teacher group on the"all-round development" of students and the educational purpose of students "learning to learn",the cultivation of critical thinking is Thinking about the purpose of education.(3)The curriculum reform based on critical thinking is discussed from the four aspects of curriculum objectives,curriculum content,curriculum content presentation and curriculum structure design:Combining critical thinking with the liberal arts curriculum objectives can better play the humanistic education characteristics of liberal arts knowledge;Combining critical thinking with the goals of science courses can better play the scientific education characteristics of science knowledge.The teacher’s responsibility is to combine the theoretical framework of critical thinking with the knowledge content of specific disciplines,so that classroom teaching is not a single skill to impart critical thinking,but a combination of specific subject issues,knowledge points and learning situations.Finally,from the three aspects of classroom teaching,instructional design and teaching evaluation,the teaching reform based on critical thinking training is discussed:Teachers need to design problems that can motivate students to think critically,create democratic teacher-student relationship,and encourage students to be active.Seriously participate in various activities in the classroom teaching;Teachers should develop teaching strategies based on critical thinking and conduct teaching adaptation based on critical thinking;Teachers should also incorporate critical thinking into the teaching evaluation system,making it one of the indicators of the teaching evaluation system,and using critical thinking training as the teaching evaluation orientation,in order to gradually form a critical teaching culture ecology for students’ critical thinking cultivation which plays a real role in promoting and implementing.Critical thinking is embodied in a learning method,a thinking ability,and a personality power.It is a learning method for learners to judge the appropriateness of the process and method of knowledge generation,the reliability of data evidence,and the applicability of theoretical interpretation.It is also the learner’s ability to use explicit analysis,inference,inductive reasoning,and deductive reasoning to propose clear questions,judge relationships,solve problems,and make conclusions.It is also to train students to think from different angles,actively cooperate with others,and respect others.The ability and character to present creative insights.Critical thinking should be continuously learned and mastered by all students.