The Fostering Of Critical Thinking In The Teaching Of High School Mathematics

In1950s, the concept of “Critical Thinking”became a hot topic in Britain and theUnited States and it was not introduced into China until the late age of1980s. The usingof Critical Thinking is confined to higher education although it has attracted the attentionof many scholars. The fostering of Critical Thinking is a long-term process, especially forhigh school students.It is a basic literacy to use Critical Thinking to learn new knowledge for learners.Inthe mathematics teaching in high school, Critical Thinking can not be neglected becauseof the great pressure of college entrance examination. Only with the ability of CriticalThinking, students can consider and find problems actively and seek the countermeasuresenergetically to make the studying of mathematics more effective. It is meaningless tolearn mathematics out of the ability of Critical Thinking.On account of the lacking of Critical Thinking in the elementary education inChina, the author sums up the theory of Critical Thinking which conforms to theeducation situation of our country based on the research results at home and abroad.Combining with the characteristics of the science of mathematics in high school, theauthor also explores the influences of the fostering of Critical Thinking in high school inour country based on the successful experience on the training of Critical Thinking inother subjects in western countries. Through the exploration which conforms to theconcept of the reformation of the new curriculum, the author hopes to provide valuabletheoretical reference and policy suggestions for the reformation of the elementaryeducation in China.