如何在小学语文课堂中运用思维对话技能，培养学生的批判性思维能力 How to use thinking and dialogue in primary school Chinese classrooms to cultivate students' critical thinking skills
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Authors
Li, Yajun
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
China
Abstract
Context: This research explores how to use connecting, inferring, and justifying skills of the "Think-Talk Toolbox" to encourage responsible, focused, coherent and evidence-based expression in their Chinese language lessons at Panshi Experimental Primary School in China, so as to promote the development of students' critical thinking and the cultivation of rational spirit.
Aims: The main goal of the research is to help students learn scientific thinking methods, master rational reading and writing skills, develop the habit of questioning and reflection, and then cultivate students' critical thinking skills.
Methods: Action research was used in six lessons, and the connecting, inferring, and justifying skills of the "Think-Talk Toolbox" were gradually introduced into the text interpretation process and multiple dialogues in the classroom to encourage students' independent thinking, dialectical analysis, and rational expression. We focused on students' advanced thinking performance in text interpretation and classroom dialogues, as well as the impact of the "think-talk" skill strategy on students' critical reading and expression skills.
Findings: The results show that through "think-talk" skills, group cooperation is optimized, the division of labour is refined, collaboration is embedded, and interaction between groups is enhanced. Students’ learning attitude has changed from passive to active, and the depth and breadth of thinking have been expanded. Teachers' teaching methods have been improved, problem-guiding strategies have become more open and in-depth, and feedback and evaluation methods have been diversified. Focusing on students' thinking process, innovative ideas and group cooperation performance, it effectively promotes their responsible, methodical and evidence-based expression, and then improves their critical thinking skills.
Implications: This study shows that the use of connecting, inferring, and justifying skills of the "Think-Talk Toolbox" can promote the development of critical thinking in primary school students. Through questions and guidance, teachers can motivate students to connect new ideas with existing knowledge, conduct logical inferring and explanation, and emphasize evidence and logical support, improving students' critical thinking. Using "think-talk" skills provides an effective way for cultivating students' habits of questioning and reflection, mastering rational literacy skills, and promoting critical thinking.
Aims: The main goal of the research is to help students learn scientific thinking methods, master rational reading and writing skills, develop the habit of questioning and reflection, and then cultivate students' critical thinking skills.
Methods: Action research was used in six lessons, and the connecting, inferring, and justifying skills of the "Think-Talk Toolbox" were gradually introduced into the text interpretation process and multiple dialogues in the classroom to encourage students' independent thinking, dialectical analysis, and rational expression. We focused on students' advanced thinking performance in text interpretation and classroom dialogues, as well as the impact of the "think-talk" skill strategy on students' critical reading and expression skills.
Findings: The results show that through "think-talk" skills, group cooperation is optimized, the division of labour is refined, collaboration is embedded, and interaction between groups is enhanced. Students’ learning attitude has changed from passive to active, and the depth and breadth of thinking have been expanded. Teachers' teaching methods have been improved, problem-guiding strategies have become more open and in-depth, and feedback and evaluation methods have been diversified. Focusing on students' thinking process, innovative ideas and group cooperation performance, it effectively promotes their responsible, methodical and evidence-based expression, and then improves their critical thinking skills.
Implications: This study shows that the use of connecting, inferring, and justifying skills of the "Think-Talk Toolbox" can promote the development of critical thinking in primary school students. Through questions and guidance, teachers can motivate students to connect new ideas with existing knowledge, conduct logical inferring and explanation, and emphasize evidence and logical support, improving students' critical thinking. Using "think-talk" skills provides an effective way for cultivating students' habits of questioning and reflection, mastering rational literacy skills, and promoting critical thinking.
Description
Keywords (free text)
Chinese language teaching, connecting, inferring, and justifying, critical thinking, action research , connecting , inferring , justifying , critical thinking , action research