摘要：通过对1987年到2019年在Journal of Chemical Education上出版的所有以“Critical Thinking”为主题的文献进行内容分析,将这些文献分为5个类别,并从每一个类别中选择最具有代表性的一篇文献作为实例,从实验的过程分析、主动学习教学法、课程设置方案、纠正教科书错误、分析网络信息等5个维度提供了发展批判性思维能力的路径。最后总结了目前国际化学教育关于批判性思维的研究现状和趋势。
何为, 李茂柯, 黄倩, 伍晓春. Journal of Chemical Education中关于化学批判性思维的文献分析[J]. 化学教育（中英文）, 2021, 42(4): 96-101
[1]
Vanorden N. Journal of Chemical Education,1987, 6(6):506-507
[2]
Pelter M W,Neff G P. Journal of Chemical Education,1995, 72(9): 808-812
[3]
Henderson D E. Journal of Chemical Education,2010,87(4):412-415
[4]
Klein G C,Carney J M. Journal of Chemical Education,2014,91(10):1649-1654
[5]
Cowden C D, Santiago M F. Journal of Chemical Education,2016,93(3):464-469
[6]
Gagnon N L,Komor A J. Journal of Chemical Education,2017,94(10):1435-1442
[7]
Park E J. Journal of Chemical Education,2019,96(6):1278-1282
[8]
Bodner G B. Journal of Chemical Education,1988,65(3):212-213
[9]
Mckone H T,Banville B A. Journal of Chemical Education,1988,65(3):218
[10]
Hill J W. Journal of Chemical Education,1988,65(3):209
[11]
Oliver-Hoyo M T. Journal of Chemical Education,2003,80(8):899-903
[12]
Zielinski T J. Journal of Chemical Education,2004,81(10):1533
[13]
Gupta T,Burke K A,Mehta A,et al. Journal of Chemical Education,2015,92(1):32-38
[14]
Goeden T J,Kurtz M J,Ouitadamo L J,et al. Journal of Chemical Education,2015,92(5):788-796
[15]
Stephenson N S,Miller I R,Novelette P,et al. Journal of Chemical Education,2019,96(5):841-849
[16]
Kogut L S. Journal of Chemical Education,1996,73(3):218-221
[17]
Charles M,Wynn S. Journal of Chemical Education,1999,76(2):203
[18]
Tsai C C. Journal of Chemical Education,2001,78(7):970-974
[19]
Jacob C. Journal of Chemical Education,2004,81(8):1216-1223
[20]
武宏志,张志敏,武晓蓓. 批判性思维初探. 北京:中国社会科学出版社,2015:390
[21]
赵曼婕,郑敏,张勤,等. 化学教育(中英文),2018,39(16):78-81
[22]
Frazer L,Higginbotham H F,Bell T D M,et al.Journal of Chemical Education, 2020,97(1):244-252
[23]
罗清旭,杨鑫辉. 心理科学,2002(6):740-741
[24]
Bok D C. Our underachieving colleges:A candid look at how much students learns and why they should be learning more. Princeton:Princeton University Press,2005:354
