[ PART ONE ]

 批判性思維 

Critical thinking

提及批判性思維，

你覺(jué)得是能力嗎？

是態(tài)度與習(xí)慣嗎？

是同理心的體現(xiàn)嗎？

其實(shí)，批判性思維就動(dòng)機(jī)而言是求真的，就方法而言是基于邏輯與證據(jù)的，尋求多視角的，就向度而言，既是向外的更是向內(nèi)的，是懷疑，更是反思。

When it comes to critical thinking, what will immediately come into your mind? The ability? Attitude or habit? The reflection of empathy? However, critical thinking involves different strands. In terms of motivation, it is a truth-seeking process; in terms of methods, it is based on logic and evidences to seek for multiple perspectives; in terms of its dimension, it is both outward and inward, it is suspicious and reflective.

批判性思維是有目的的、反思性的判斷力，它表現(xiàn)為通過(guò)對(duì)證據(jù)、概念、方法、情境和標(biāo)準(zhǔn)給與縝密而公允的考察來(lái)決定相信什么或做什么。

Critical thinking is the process of purposeful, self-regulatory judgment. In this process we give reasoned consideration to the evidence, context, conceptualizations, methods, and criteria by which those judgments are made.

在IB認(rèn)識(shí)論指南中也提到，普通教育必須調(diào)和并超越內(nèi)容與技能之爭(zhēng)，而把注意力集中在所有學(xué)生的四種主要思維模式上：分析思維、經(jīng)驗(yàn)思維、道德思維和審美思維。

According to the IB TOK guide, our general education should go beyond the long-standing controversy between contents and skills. Instead, the educators need to shift the attention on students’ four major thinking modes: analytical thinking, experiential thinking, moral thinking and aesthetic thinking.

[ PART TWO ]

 批判性思維課程 

批判性思維課程看似高深、抽象，但任何哲學(xué)概念都是從人們對(duì)現(xiàn)實(shí)生活的實(shí)踐與理解中提煉升華而來(lái)。由淺入深，由表及里，在蘇城外的課堂上，既有激烈辯論也有瑯瑯笑聲，可謂十分“接地氣”。

Although advanced and abstract the critical thinking course may seem, any philosophical concept is derived from people’s real-life practices and understanding. In class, the teacher delivers from superficial to deep, thus facilitating the teaching.  

同學(xué)們?cè)谡n堂中對(duì)證據(jù)的可靠性這一主題進(jìn)行進(jìn)行探究。從什么時(shí)候我們才能接受一個(gè)事實(shí)斷言，認(rèn)為它可以信賴(lài)開(kāi)始思考，到思考證據(jù)的質(zhì)量主要取決于證據(jù)的類(lèi)型。老師給出直覺(jué)、個(gè)人經(jīng)歷、典型案例等不同的證據(jù)類(lèi)型，學(xué)生分組準(zhǔn)備PPT，均擔(dān)任課堂講解，臺(tái)下傾聽(tīng)的同學(xué)針對(duì)相關(guān)內(nèi)容進(jìn)行提問(wèn)。

Students would inquire into the topic of the reliability of evidences in class. From thinking when to accept a factual claim as trustworthy to considering the quality of evidences mainly depending on the types of evidences, the teacher would use different types of evidences such as intuition, personal experiences, typical examples, etc. to guide students. The students would take turns to prepare PPT to be the “l(fā)ecturer”, and the other students would raise questions based on the content.

在這種課堂活動(dòng)中，學(xué)生相互闡釋觀點(diǎn)、比較彼此對(duì)觀點(diǎn)的理解，支持個(gè)人意義建構(gòu)和分享，最大化實(shí)現(xiàn)以學(xué)生思考為中心的轉(zhuǎn)化。

In such kind of in-class activity, students could interpret opinions with each other, compare understanding, support the construction of personal meaning and share, so as to optimize student-centred thinking.

在活動(dòng)結(jié)束后，還需要進(jìn)行反思：我們學(xué)會(huì)了質(zhì)疑，但是否有時(shí)候會(huì)鉆牛角尖？還有哪些類(lèi)別的證據(jù)我們沒(méi)有涉及到，比如數(shù)據(jù)？數(shù)據(jù)一定可靠嗎？

After the activity, students also need to reflect on themselves: We’ve learned to questions, but will we sometimes take unnecessary pains to study an insignificant problem? Are there any other types of evidences that we do not mention, like data? Are data always reliable?

在對(duì)認(rèn)知偏差這一主題進(jìn)行探究的過(guò)程中，采用了建構(gòu)主義和以學(xué)生為中心的教育方法，教師不是站在講臺(tái)的知識(shí)權(quán)威，而是站在一旁的領(lǐng)導(dǎo)者。全班分組閱讀講義并進(jìn)行討論，并將相關(guān)內(nèi)容制成海報(bào)上臺(tái)展示，接受質(zhì)詢(xún)。在這一環(huán)節(jié)中，知識(shí)和材料變成小組取得成功的必需品，學(xué)生們?cè)诨顒?dòng)中填補(bǔ)知識(shí)漏洞、澄清概念和誤解、鞏固重要概念。

 正確答案并不是最重要的，

 對(duì)想法的清晰解釋才是最有價(jià)值的。

In the process of inquiring into the topic of cognitive bias, we adopt the teaching method of constructivism and student-centred education. Teachers are no longer acting as the authority, but as a leader. The whole class would read materials in groups, make posters based on the relevant contents and accept questions. In this session, knowledge and materials are the necessities to achieve success. Students could compensate for their knowledge gaps, clarify concepts and understanding, and consolidate important concepts. It’s not the right answers that count, but the clear explanation of the idea.

[ PART THREE ]

 ETS批判性思維挑戰(zhàn)賽 

2019年，美國(guó)教育考試服務(wù)中心（ETS）與ASDAN中國(guó)（阿思丹學(xué)院）達(dá)成合作，將批判性思維挑戰(zhàn)推廣到中國(guó)，目前已有數(shù)千名學(xué)生參與了批判性思維挑戰(zhàn)。

In 2019, ETS cooperated with ASDAN China, promoting Critical Thinking Challenge to China. At present, thousands of Chinese students have participated in this competition.

2020年12月13日，

來(lái)自全國(guó)90所學(xué)校的534名學(xué)生

在線上線下，在55分鐘內(nèi)挑戰(zhàn)26道題，

磨練個(gè)人批判性思維！

On 13 December, 2020, 534 students from 90 schools around China participated in this challenge both online and offline. Within 55 minutes, they had to solve 26 problems, thus training their personal critical thinking skills.

試題包括一段文字說(shuō)明(信息陳述，簡(jiǎn)短論證，模擬應(yīng)用場(chǎng)景等)，每個(gè)語(yǔ)段后面設(shè)置了1-4道題，每題有四個(gè)選項(xiàng)。題型覆蓋面比較廣，包括區(qū)分事實(shí)和觀點(diǎn)、尋找論證隱含假設(shè)、對(duì)結(jié)論進(jìn)行評(píng)價(jià)(削弱或加強(qiáng))、對(duì)論證進(jìn)行駁斥以及推理排序等。很好的測(cè)評(píng)了考生是否掌握了基本的邏輯推理知識(shí)，是否具備了基本而全面的批判性思維能力。

The question types are diversified, including written explanation (information statement, brief demonstration, application simulation, etc.), and multiple choice. The questions cover a wide area, with distinguishing facts and opinions, finding the implicit assumptions of the argument, the evaluation (weakening or strengthening) of the conclusion, the refutation of the argument, the sequencing of the reasoning, etc. included. These all better evaluate whether the candidates grasp the basic logical reasoning knowledge and whether they’ve had the comprehensive critical thinking ability.

▲ 2020年首次參賽獲獎(jiǎng)獎(jiǎng)杯 榮獲全國(guó)團(tuán)體銀獎(jiǎng) 

▲ 蘇城外國(guó)語(yǔ)學(xué)校中學(xué)國(guó)際項(xiàng)目教學(xué)主任兼DP項(xiàng)目協(xié)調(diào)員兼TOK教師 方周迎 

SCFLS Secondary School International Programs Learning Office Director, DP Coordination and TOK teacher  Jessica Fang

▲方周迎老師與第二批參賽學(xué)生合影

Awards Reflections

我清晰得記得，是《電車(chē)難題》，引領(lǐng)我走進(jìn)批判性思維的殿堂。從一知半解，到學(xué)會(huì)靈活地與學(xué)習(xí)，生活所聯(lián)系，這個(gè)能力不僅對(duì)于文科生重要，對(duì)于理工科學(xué)生也是至關(guān)重要的。自己去思考得出結(jié)論，不僅只是高中，到大學(xué)，甚至工作時(shí)進(jìn)行合理質(zhì)疑，都將會(huì)是重要的能力。

獲得榮譽(yù)后，我并不會(huì)止步于此。我對(duì)自己更加充滿(mǎn)信心，相信在之后的此類(lèi)競(jìng)賽中能取得更加優(yōu)異的成績(jī)！

▲ 批判性思維挑戰(zhàn)賽二等獎(jiǎng)獲得者 虞洋

學(xué)生時(shí)代，在一次重要賽事中，獲得榮譽(yù)與認(rèn)可意味著什么？也許意味著付出比別人更多的時(shí)間，經(jīng)歷不曾預(yù)想的困難，度過(guò)一段“難熬”的過(guò)程；意味著看見(jiàn)不一樣的景色，拓寬認(rèn)知的邊界，增加人生的厚度……

總之，你所收獲的，

遠(yuǎn)遠(yuǎn)超越了獎(jiǎng)狀和名次。

What does it mean to earn awards in an important competition during our school days? Perhaps this means you have to devote more time, and experience great obstacles. Also, it could mean that we can broaden our horizons both in life and learning... After all, what you could harvest is way more than certificates and ranks.