Research On Teaching Critical Thinking Of Pre-service Mathematics Teachers

In the era of mixed information,insights to distinguish between true and false are becoming more and more important,which requires people to have critical vision and literacy.Pre-service math teachers serve as a reserve force for teachers,and their cognitive abilities affect generation after generation.Therefore,the critical thinking of pre-service mathematics teachers is worth investigating.This research investigates the teaching critical thinking of pre-service mathematics teachers in a comprehensive normal university,and understands the status of teaching critical thinking,teaching critical thinking and its dimensions in grades,genders,paper publications,and achievement levels The differences in performance and the relationship between the critical thinking dimensions of teaching and other aspects are put forward and the corresponding training methods are proposed.The findings are as follows:(1)This study divides the teaching critical thinking tendency into questioning consciousness,truth-seeking consciousness,objective rationality,openness,self-confidence,analysis,and systemicity.According to the pre-service mathematics teacher’ s critical thinking tendency score,the score is divided into 0 to 3.5 as the lowest level,3.5 to 4 as the lower level,4 to 4.5 as the higher level,and 4.5 to 6 as the highest level.Teaching The overall level of critical thinking tendency is at a low level of the higher level,and there is a lot of room for improvement.There is no significant difference in the critical thinking tendency of teaching between different grades,but compared from the mean,the freshman at the beginning of school The scores of both the students and the first graduate students are relatively low.The senior students or the second graduate students have the highest scores.There is no significant difference in gender in teaching critical thinking tendency.Different levels of achievement have extremely significant effects on the critical thinking tendency of teaching.The better the score,the higher the critical thinking tendency of teaching.The scores of students with lower grades in teaching critical thinking tendency are concentrated at low or lower levels,except In addition to the "openness" dimension,other dimensions show significant differences in different achievement levels.Students with lower grades have the lowest scores,and students at other grades show different teaching critical thinking advantages.Different papers In the case of publication,the teaching criticality and dimensions of published postgraduates are obviously stronger than those of unpublished dissertation.(2)The critical thinking ability of teaching includes analysis ability and evaluation ability.The overall score of teaching critical thinking ability is in the middle of the range,and the score of "analytic ability" is more discrete.There are no significant differences between the undergraduate and graduate groups.There is a significant difference between men and women in teaching critical thinking ability.Girls have higher teaching critical thinking ability.In the "analytic ability" dimension,men and women score about the same,but boys are more discrete than girls.The critical thinking ability of teaching has extremely significant differences in grades,and it tends to increase with the increase of grades.This is similar to the score of teaching critical thinking tendencies in grade differences.The difference showed a significant difference.In the case of different papers published,the postgraduate critical thinking ability scores of published masters are significantly higher than those of unpublished masters,which is consistent with the conclusion of teaching critical thinking tendency.(3)There is an extremely significant correlation between the tendency of critical thinking in teaching and the ability of critical thinking in teaching.The tendency and critical ability of teaching critical thinking are mutually reinforcing.Among them,"questioning consciousness","objective rationality","analysis","systematic" and"openness" play a greater role,and teaching critical thinking ability Is more relevant.From the internal correlation of the critical thinking tendency in teaching,we can see that each dimension is interconnected and affected to form a close relationship chain.Among them,"analysis" has extremely significant correlation with other dimensions,and they are all positive correlations.This means that the improvement of analytical ability is the key to training critical thinking in teaching.