Study On The Cultivation Of Critical Thinking In TOK Curriculum

The TOK course in the IBDP encourages students to examine real life situations from the perspective of cross-discipline and Critical Thinking,to think about more abstract Knowledge Questions,to help students build a close-knit knowledge network,and to promote the development of student thinking.This article takes the perspective of Critical Thinking as the theoretical perspective,takes the TOK course in the IBDP project as the research object,takes X school in S City as an example,and uses mixed methods to explore specific ways in which TOK course can promote the development of Critical Thinking among students.The purpose of this article is to provide a reference for the development of students’ Critical Thinking from the perspective of curriculum practice and to provide reference for the development of students’ thinking ability.The central question that this study wants to explore is whether the TOK course can promote the development of students’ Critical Thinking.If so,in what ways can it promote the development of students’ critical thinking?This article starts with the following four subordinate issues for specific exploration:1.Is the requirement of the TOK syllabus for student development consistent with the requirements of critical thinking?2.How do teachers in the TOK classroom teaching inspire students’ critical thinking?3.How does the assessment of TOK course embody the requirements of students’ critical thinking training?4.Do the teachers and students of the survey school think that the TOK course can promote the development of critical thinking?The research content of this article mainly includes the following seven parts:The first chapter describes the research background,research design and research significance of this study.The second chapter is the literature review part.First of all,it combs the study of Theory of Knowledge,and then analyzes the Critical Thinking research from the four aspects of concept definition,hierarchical structure,measurement tools and teaching,and then summarizes the research related to TOK course and Critical Thinking.The third chapter analyzes the TOK course from the perspective of the syllabus,and analyzes the critical thinking orientation of the TOK course from the aims,assessment objectives,and content.The fourth chapter analyzes the TOK course from the perspective of teaching,and analyzes how teachers can promote the development and migration of critical thinking in the process of teaching in combination with two teaching cases.The fifth chapter analyzes the TOK course from the perspective of assessment,and specifically analyzes the internal consistency of assessment instruments of the TOK essay and presentation and critical thinking with students’ work.The sixth chapter starting with the perspective of the course feedback,analyzes the critical thinking quality of the 12 grade students in the investigation school,and investigates their views on whether the TOK course can cultivate the critical thinking of the students from the interview with teachers and students.The seventh chapter starts from the full text,clears up the research conclusions,and summarizes the innovations and deficiencies of the research.The conclusions obtained in this paper are as follows:In terms of syllabus,the TOK syllabus remains highly consistent with the requirements of Critical Thinking;In terms of teaching,in X school’s TOK course,teachers lay the foundation for the cultivation of Critical Thinking with a large amount of information content.They use central questions to guide students to take active part in Collaborative Reasoning Discussion(CRD),teachers inspire students to further reflect with questions.Teachers use regular Knowledge Question speeches continuously promote students’ divergent thinking.Through the high-quality,diverse and well-designed chapter assessments,students’ thinking training is strengthened,as well as the development and migration of Critical Thinking of students.In terms of assessment,the TOK course presents the specific requirements for students’ Critical Thinking in a comprehensive manner by means of assessment content with difficulty gradients,and is conducive to the development of students’ Critical Thinking.In terms of feedback,most of the students in Year 12 in Grade X school have a moderate level of Critical Thinking.The majority of students and TOK teachers hold a positive attitude toward the development of critical thinking in TOK courses.In fact,the well-designed TOK course does help to cultivate students’ critical thinking,but critical thinking is not all part of thinking.In the classroom teaching process,we must also pay attention to the development of other aspects of students’ thinking.