scholarly journals Exploration on Cultivation of Critical Thinking in College Intensive Reading Course

2016 ◽  
Vol 9 (3) ◽  
pp. 18 ◽  
Author(s):  
Lingying Tang
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Empirical Studies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Western World ◽  
Chinese College Students ◽  
Classroom Activities ◽  
English Classroom ◽  
Intensive Reading

<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>

scholarly journals Infusing Critical Thinking Skills into Argumentative Writing: A Study of Chinese College College Learners

2021 ◽  
Vol 11 (4) ◽  
pp. 8
Author(s):  
Chunxia Lu
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argumentative Writing ◽  
Writing Ability ◽  
Chinese College Students ◽  
College Learners ◽  
Post Test ◽  
Persuasive Arguments

Argumentative writing plays an important role in higher education with college students needing to know how to compose persuasive arguments for academic and career purposes. While writing an argumentative essay, Chinese college students not only face the challenges of the activity itself but also the difficulties of writing in a foreign language. To facilitate their argumentative writing, a revised six-element argumentative model based on Toulmin&rsquo;s framework infused with critical thinking skills was taught to 30 students in an English course at a Chinese Teacher-training University. Using an argumentative essay test in a pre- and post-test design, it was found that the students&rsquo; holistic argumentative writing ability significantly improved after the intervention. However, the students&rsquo; ability to rebut remained weak.

scholarly journals Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

2012 ◽  
Vol 45 (02) ◽  
pp. 298-306 ◽  
Author(s):  
Gamze Çavdar ◽  
Sue Doe
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Political Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Assignments ◽  
Course Content ◽  
Lower Division ◽  
Writing Assignment

AbstractTraditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.

scholarly journals An Analysis of Critical Thinking from the Philosophical, Reflective, Cognitive and Cultural Perspective

2020 ◽  
Vol 10 (4) ◽  
pp. 70
Author(s):  
Chunxia Lu ◽  
Rosukhon Swatevacharkul
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cultural Perspective ◽  
Chinese College Students ◽  
Cultural Perspectives ◽  
Efl Context ◽  
Language Context ◽  
Made In

In English as a foreign language context, to cultivate language learners&rsquo; critical thinking skills has become a part of the education goal. In China, great efforts have been made in order to increase Chinese college students&rsquo; critical thinking skills, but their critical thinking skills are not satisfying. As to the reasons, lack of sufficient and comprehensive understanding of critical thinking skills is supposed to be one of the reasons. Thus, this paper proposed to analyze critical thinking skills from the philosophical, reflective, cognitive, cultural perspectives hopefully to enhance understanding of critical thinking skills in Chinese EFL context.

scholarly journals How valid is the integrity of mobile-based testing?

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Kharisma Fenditasari ◽  
Edi Istiyono ◽  
Heru Kuswanto
Keyword(s):  
Critical Thinking ◽  
Empirical Studies ◽  
Thinking Skills ◽  
Cultural Knowledge ◽  
Critical Thinking Skills ◽  
Pedagogical Practice ◽  
Local Schools ◽  
Depth Analysis ◽  
Cognitive Knowledge ◽  
Local Traditions

Evaluation recognizes that the interaction of culture and local traditions greatly influences the composition of an individual’s cognitive knowledge. Indeed, there is broad agreement that it is desirable to incorporate the cultural knowledge of indigenous students into pedagogical practice. Choosing a new invention of indigenous peoples, e.g. the kora-kora, against measuring the Bloomian critical thinking skills test, i.e. analyzing, evaluating and creating, developed with physics training in terms of wave motion topics, then integrated into android Mobile-Based Testing, this study examines and compares Mobile-Based Testing physics in critical thinking against instinctive, accumulated knowledge of physics. This study describes methods to develop reliable, objective, and valid MBT, measuring students’ critical thinking skills in physics in three steps using empirical data. Specifically, the calculated phase of defining, designing, and developing is devised for local schools. Samples were progressively distributed, through deliberate random sampling, in the medium to the high cognitive bracket and to others within the low to moderate cognitive bracket (in total to 60 students, ages 15–16). The approval of both content and empirical studies represents the index of validity in this depth analysis. Various positive similarities with other formative critical thinking tests show and justify creating an unexpected newly devised test, evidence of which is in the text. The conventional model is discussed along with presenting further work suggestions.

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