The Intervention Training On High School Students' Critical Thinking Ability Based On Two-factor Theory

Critical thinking is termed as a dynamic,reflective and evidence-based process of thinking,which is,reflective thinking helping solve issues by means of interpretation,analysis,reasoning and other skills.In accordance with the two-factor theory,critical thinking capability counts on two components: critical thinking skills and critical thinking disposition.Based on the acquirement of relevant knowledge of critical thinking skills,individuals are inclined to making use of critical thinking,so that they could develop their critical thinking capability in an all-round manner.In accordance with the relevant content of the two-factor theory,the current research work considers the sophomores of a high school in Jilin Province as the research object.The students are segregated into two groups: experimental group and control group.The experimental group is provided with the intervention teaching of critical thinking capability for the purpose of enhancing the level of critical thinking skills as well as the capability of critical thinking disposition of high school students.This study aims at providing guidance for high school teachers on how to promote students' critical thinking capability with the use of the intervention training of critical thinking by means of the direct teaching methodology,which is based on the content of the two-factor theory.The results are presented as hereunder:(1)In comparison with the control group,the overall level of critical thinking skills of the experimental group students trained by the direct teaching methodology of critical thinking has been significantly enhanced.(2)In comparison with the control group,the open,analytical,systematic,curious,self-confidence and overall level of critical thinking disposition of the experimental group students,who are trained by the direct teaching methodology of critical thinking,have been significantly enhanced.