[ PART ONE ]

 批判性思维 

Critical thinking

提及批判性思维，

你觉得是能力吗？

是态度与习惯吗？

是同理心的体现吗？

其实，批判性思维就动机而言是求真的，就方法而言是基于逻辑与证据的，寻求多视角的，就向度而言，既是向外的更是向内的，是怀疑，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.

批判性思维是有目的的、反思性的判断力，它表现为通过对证据、概念、方法、情境和标准给与缜密而公允的考察来决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认识论指南中也提到，普通教育必须调和并超越内容与技能之争，而把注意力集中在所有学生的四种主要思维模式上：分析思维、经验思维、道德思维和审美思维。

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 ]

 批判性思维课程 

批判性思维课程看似高深、抽象，但任何哲学概念都是从人们对现实生活的实践与理解中提炼升华而来。由浅入深，由表及里，在苏城外的课堂上，既有激烈辩论也有琅琅笑声，可谓十分“接地气”。

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.  

同学们在课堂中对证据的可靠性这一主题进行进行探究。从什么时候我们才能接受一个事实断言，认为它可以信赖开始思考，到思考证据的质量主要取决于证据的类型。老师给出直觉、个人经历、典型案例等不同的证据类型，学生分组准备PPT，均担任课堂讲解，台下倾听的同学针对相关内容进行提问。

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 “lecturer”, and the other students would raise questions based on the content.

在这种课堂活动中，学生相互阐释观点、比较彼此对观点的理解，支持个人意义建构和分享，最大化实现以学生思考为中心的转化。

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.

在活动结束后，还需要进行反思：我们学会了质疑，但是否有时候会钻牛角尖？还有哪些类别的证据我们没有涉及到，比如数据？数据一定可靠吗？

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?

在对认知偏差这一主题进行探究的过程中，采用了建构主义和以学生为中心的教育方法，教师不是站在讲台的知识权威，而是站在一旁的领导者。全班分组阅读讲义并进行讨论，并将相关内容制成海报上台展示，接受质询。在这一环节中，知识和材料变成小组取得成功的必需品，学生们在活动中填补知识漏洞、澄清概念和误解、巩固重要概念。

 正确答案并不是最重要的，

 对想法的清晰解释才是最有价值的。

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批判性思维挑战赛 

2019年，美国教育考试服务中心（ETS）与ASDAN中国（阿思丹学院）达成合作，将批判性思维挑战推广到中国，目前已有数千名学生参与了批判性思维挑战。

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，

来自全国90所学校的534名学生

在线上线下，在55分钟内挑战26道题，

磨练个人批判性思维！

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.

试题包括一段文字说明(信息陈述，简短论证，模拟应用场景等)，每个语段后面设置了1-4道题，每题有四个选项。题型覆盖面比较广，包括区分事实和观点、寻找论证隐含假设、对结论进行评价(削弱或加强)、对论证进行驳斥以及推理排序等。很好的测评了考生是否掌握了基本的逻辑推理知识，是否具备了基本而全面的批判性思维能力。

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年首次参赛获奖奖杯 荣获全国团体银奖 

▲ 苏城外国语学校中学国际项目教学主任兼DP项目协调员兼TOK教师 方周迎 

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

▲方周迎老师与第二批参赛学生合影

Awards Reflections

我清晰得记得，是《电车难题》，引领我走进批判性思维的殿堂。从一知半解，到学会灵活地与学习，生活所联系，这个能力不仅对于文科生重要，对于理工科学生也是至关重要的。自己去思考得出结论，不仅只是高中，到大学，甚至工作时进行合理质疑，都将会是重要的能力。

获得荣誉后，我并不会止步于此。我对自己更加充满信心，相信在之后的此类竞赛中能取得更加优异的成绩！

▲ 批判性思维挑战赛二等奖获得者 虞洋

学生时代，在一次重要赛事中，获得荣誉与认可意味着什么？也许意味着付出比别人更多的时间，经历不曾预想的困难，度过一段“难熬”的过程；意味着看见不一样的景色，拓宽认知的边界，增加人生的厚度……

总之，你所收获的，

远远超越了奖状和名次。

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.