Research On The Cultivation Of Normal Students' Critical Thinking In Mathematics Curriculum

As one of the most important characteristics in the 21 st century,the cultivation of critical thinking has been paid more and more attention.In recent years,with the emphasis on critical thinking in national strategy,the research of critical thinking in China has gradually diversified,but there are still some shortcomings.First of all,the research on critical thinking is more focused on the theoretical level,which can not be integrated with practice;second,the main way to cultivate critical thinking is to develop in specific disciplines,but lack of discipline pertinence;there is also a single way to evaluate critical thinking;finally,the cultivation of critical thinking does not pay enough attention to the growth of teachers.Therefore,on the basis of understanding the tendency of critical thinking of college students,this study used the experimental group control group to carry out the intervention study of critical thinking in mathematics curriculum.Taking mathematics students from an S university in Shanghai as the research object,the research of this topic is mainly divided into two aspects.Research one uses the questionnaire survey method and adopts the "California Critical Thinking Tendency Scale" to investigate the current level of critical thinking of mathematics college students.,Analyzed the possible problems and reasons,and laid a realistic foundation for the in-depth development of Research 2.Research 2 uses experimental methods to cultivate students' critical thinking in the "Elementary Mathematics Research" course.The mathematics teacher majors are divided into experimental groups and control groups,and the experimental groups are trained and intervened in critical thinking for one semester.Through the setting of group cooperation,coursework,self-reflection activities,procedural and summative evaluations,to understand the effects of intervention and changes in students' critical thinking ability and tendency.The current survey results show that:(1)Gender and major have no effect on critical thinking tendencies.(2)Students with a critical thinking tendency score higher than 280 have a higher frequency of participating in group activities,solving open-ended problems,and self-evaluating in normal courses.The training research results show that:(1)After one semester of critical thinking intervention teaching,the critical thinking tendency of the experimental class of "Elementary Mathematics Research"(normal students)is slightly better than that of the control class,with positive critical thinking tendency.The proportion of students is higher.(2)After one semester of intervention in teaching,the critical thinking skills and the level of knowledge,imagination,and reflection of experimental class students have improved significantly.