Phát triển tư duy phản biện trong giáo dục môn Ngữ văn trung học phổ thông từ góc nhìn của học sinh=Critical Thinking Development in High School Literature Education: The Students’ Point of View

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Tác giả: Ngọc Hùng Lê

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Khoa học Nghiên cứu Giáo dục, 2024

Mô tả vật lý: tr.59-72

Bộ sưu tập: Metadata

ID: 243969

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In the world, critical thinking has been researched, educated and practiced from past to present. In Vietnam today, critical thinking has become a quality and capacity that needs to be formed and developed in learners in education and training, which is being fundamentally and comprehensively innovated. This study applies systems theory, critical theory and functional theory and questionnaire survey method to 623 10th grade and 12th grade students of a high school in Hanoi to clarify the development of critical thinking. Most of the students surveyed recognized the content and manifestations of critical thinking with the basic function of solving problems, appreciated the need to develop critical thinking, and all evaluated themselves. Appreciate certain progress in developing critical thinking. The majority of surveyed students chose the most appropriate measure to organize literature education with the goal of developing students' critical thinking. The differences discovered from the perspective of 10th graders and 12th graders may reflect the positive role of education in general and high school Literature education in particular to develop students’ critical thinking.Trên thế giới, tư duy phản biện (critical thinking, tư duy phê phán) được nghiên cứu, giáo dục và thực hành từ xưa đến nay. Ở Việt Nam hiện nay tư duy phản biện trở thành một phẩm chất, năng lực cần được hình thành, phát triển ở người học trong giáo dục và đào tạo đang được đổi mới căn bản, toàn diện. Nghiên cứu này vận dụng lý thuyết hệ thống, lý thuyết phê phán, lý thuyết chức năng và phương pháp khảo sát bằng bảng hỏi đối với 623 học sinh lớp 10 và học sinh lớp 12 của một trường trung học phổ thông ở Hà Nội để làm rõ sự phát triển tư duy phản biện. Đa số học sinh được khảo sát đều nhận biết được nội dung và các biểu hiện của tư duy phản biện với chức năng cơ bản là giải quyết vấn đề, đều đánh giá cao sự cần thiết phát triển tư duy phản biện và đều tự đánh giá được sự tiến bộ nhất định trong phát triển tư duy phản biện. Đa số học sinh được khảo sát chọn biện pháp phù hợp nhất là tổ chức giáo dục môn ngữ văn nhằm mục tiêu phát triển tư duy phản biện cho học sinh. Những khác biệt được phát hiện từ góc nhìn của học sinh lớp 10 và học sinh lớp 12 có thể phản ánh vai trò tích cực của giáo dục nói chung và giáo dục môn Ngữ văn trung học phổ thông nói riêng đối với phát triển tư duy phản biện của học sinh.

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