Chinese students critical thinking
Yufeng, Mu. Chinese HE students tend to show a positive disposition towards critical thinking in the aspect of being deep and flexible learners, whereas negative in autonomy and open-mindedness. It seems urgent for Chinese HE authorities to both introduce critical thinking in the curriculum and chinese students critical thinking relevant teacher training programs.
Students critical thinking chinese valuable
Meanwhile, a series of questions arise when it is put into the Chinese context. For example, is it 1 chiinese only to the Western students? Or is it conducive to the Source Students in HE learning as well?
How can it be used by Chinese Students in HE learning? And finally, what are chinese students critical thinking implications for Chinese HE teachers and authorities? Concept and Characteristics of Critical Thinking 2. However, there are indeed some significant and widely-accepted definitions. It emphasizes judgement based on evidence so as to think beyond the easily seen and avoid making any hasty conclusion.
Accordingly, it misleads chinese students critical thinking into unconsciously and habitually associating critical thinking with click being hypercritical and expressing negative opinions. First of all, nowadays students are bound to face a huge amount of information in the process of their learning in this age of information explosion.
Therefore, it would be crucial for them to make independent judgments, weed through various kinds of information and decide using proper approaches instead of merely being chinese students critical thinking receptors and followers. In addition, it has been also proposed that emphasizing on cultivating innovative college graduates in Chinese HE is crucial to the progress of the whole country in future Cai et al. Rather it is particularly meaningful for Chinese students considering their being relatively passive learners.
The more learners were required to be filled up, the less active they became Freire, Here the banking model fails in that it misunderstands the nature of knowledge itself and the way of acquiring it. For instance, it is well-known that he had great a respect for the antiquity, nevertheless, he did not accept it blindly.
On the contrary, he perceived wisdom as an incomplete product requiring completion by the learner rather than something suitable for quick consumption Kim, In this sense critical thinking helps to promote deep learning in that it enable learners to think beyond the easily seen through rational reflection and critical examination.
And it has also been pointed out that critical thinking enables us to look at issues in depth, which leads us to deeper rather 9 than surface-level learning from Learning Development, University of Plymouth, It is a tool box containing the essential equipments to approach the complexities of learning and helps the integration and reconstruction of knowledge.
An opinion is generally held that there is a negative disposition in Thniking students towards critical thinking. Then how can critical thinking be used by Chinese HE students? However, a paradox emerges that Chinese students, generally perceived as passive rote learners, turn out to have been consistently outperformed western counterparts Biggs, In fact, many studies have revealed that Chinese students tend to be deep learners.
In this sense, Chinese students are actually adopting deep approach to learning in that they know how to use critival learning strategically as a means of developing further understanding. Therefore, the misconception of Chinese learners as rote learners might be based on the Western observation.
Thus we might conclude that they show a positive disposition towards at least one aspect of critical thinking since chinese students critical thinking undergo reflective and reasonable consideration and are capable of adopting proper learning approaches to achieve effective understanding. It is most obvious that Chinese students seem to be good at developing certain chinese students critical thinking strategies, for example, repetitive memorization, in the face of the strictly norm-referenced examinations.
Therefore, they are using repetitive memorization as a deep approach to learning because they are capable of engaging in critical reflection and then making a responsive and flexible choice. Compared with Western chineese, Chinese 13 classroom is characterized by a relatively high degree of teacher control.
Furthermore, a more authoritarian teacher might indicate relatively less active students. With teacher being a fantastic artist of a performance, students have to stay at the role of attentive audience rather than active participants in knowledge tninking. For instance, Chinese students tend to be reluctant to question statements from teachers and textbooks. Another negative aspect is their lack of open-mindedness and therefore they are less inclined to tolerate divergent views Tiwari et al.
This may be due to the traits of the Confucian-Heritage culture, in which, individuals, with the purpose of maintaining harmony, tend to conform to the group norm so that critical questioning and conflicting views are less tolerated. In terms of China, on one hand, Chinese traditional culture does not seem to nurture the cultivation of critical thinking greatly.
Therefore, the misconception of Chinese learners as rote learners might be based on the Western observation. An innovative teaching strategy: using 21 critical thinking to give students a guide to the future. Here the banking model fails in that it misunderstands the nature of knowledge itself and the way of acquiring it. However, there are indeed some significant and widely-accepted definitions.
Next, it is time to work out certain promoting policies, especially incorporating critical thinking in the HE curriculum and syllabus. Thirdly, it is of vital importance to provide teacher training programs in terms of critical thinking. As the reflective practitioners, teachers have to make reasonable reflection on their teaching philosophies and adopt proper teaching strategies accordingly Since teachers are not inborn competent critical thinkers, they should foster their own critical thinking in the first place and then adopt appropriate strategies to cultivate students effectively.
To think critically, they should have a large amount of information and knowledge in deposit, and then foster the ability to make proper evaluation so as to make well-justified judgment. Only in this way can they teach creatively and constructively, which in turn also promotes the mutual development of both teachers and students.
On the other hand, critical thinking is also a learned ability for students. In addition, students should be encouraged to question, make assumptions and speak out divergent click here in class.
And therefore it is urgent for Chinese HE authorities to introduce critical thinking in the curriculum and syllabus as well as offer relevant teacher training programs. Finally, teachers themselves should sharply concentrate on critical thinking in article source of both teaching philosophy and practice.
Furthermore, it would be oversimplifying if we make a hasty judgment that Chinese students are strong or weak critical thinkers, since there are rich connotations of critical thinking, and since Chinese students do not all study in the same way. However, on the agreement that there might be some general dispositions of how they are learning, we may cautiously make some observations. Secondly, Chinese students tend to show a positive disposition towards critical thinking in the aspect of being deep and flexible learners, whereas negative in autonomy and open-mindedness.
References Biggs, B. Western misperceptions of the Confucian-heritage learning culture. In: Watkins, A. Biggs, B. The Chinese learner in retrospect. Cai, Y. A study on critical thinking and cultivating innovative HE Students. Managing Forum 3 Chan, K. Promoting learning and understanding through constructivist approaches for Chinese learners. Ennis, R.
Turns! students thinking chinese critical are
University of Illinois, Champaign. Facione, A. Fisher, Alec. Critical Thinking: An Introduction. Cambridge University Press, Cambridge. Freire, P. The banking concept of education.
In: Bartholomae, Petrosky Eds. Martin, New York, pp. Critical thinking, learning and Confucius: a positive assessment. Journal of Philosophy of Education 37 1 Learning Development, University of Plymouth. Liu, Y. The Study on Chinese students critical thinking in Higher Education 1 Marton, F. Memorizing and understanding: the keys to the paradox?.
Mok, I. Solving the paradox chines the Chinese teacher?. Murphy, D.
After two years of college, though, the Chinese students showed virtually no improvement while the Russians made substantial progress, though not enough to catch up. Compared with Western classroom, Chinese 13 classroom is characterized by a relatively high degree of teacher control. In addition, almost all students graduate within four years, according to official statistics, reducing the incentive to work hard. Accordingly, it misleads many into unconsciously and habitually srudents critical thinking with always being hypercritical and expressing negative opinions. The banking concept of education.
Offshore education: a Hong Kong perspective. Oliver, H. An innovative teaching strategy: using 21 critical thinking to give students a guide to the future. Eric Document Reproduction Services, No. Schafersman, D. An Introduction to Critical Thinking. Scriven, M. From Defining Critical Thinking.
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Students critical thinking chinese what excellent
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