Развитие критического мышления: сравнение трех дисциплинарных подходов
Аннотация
Критическое мышление считается важнейшим результатом университетского образования. Однако вопрос, как следует его развивать, является дискуссионным: имеются весьма противоречивые эмпирические данные об эффективности разных подходов к развитию критического мышления. Сравнение подходов затруднено тем, что в разных исследованиях различаются наборы диагностируемых навыков критического мышления, условия обучения и дисциплины, в процессе преподавания которых реализуются эти подходы. Поэтому для осуществления сравнительного исследования эффективности инфузионного, иммерсионного и смешанного подходов к развитию критического мышления была выбрана единая дисциплина – «Концепции современного естествознания», сформулированы различия между подходами, определившие общие и отличающиеся условия их реализации, создано локальное определение критического мышления для естествознания, на основании которого выделен единый набор диагностируемых навыков и разработан инструмент их оценивания. В исследовании, охватывающем 2019–2022 г., участвовали 619 студентов филологического факультета РУДН.
Оптимальным оказался смешанный подход, при котором статистически значимо улучшились все группы навыков критического мышления. Инфузионный подход менее эффективен при формировании навыков принятия решений и формулирования умозаключений, а в остальном не уступает смешанному подходу. Иммерсионный подход наименее эффективен и затрагивает преимущественно группу навыков осмысления информации. Существенное влияние на результаты оказывает продолжительность формирования навыков критического мышления: воздействие, растянутое на два семестра, эффективнее, чем сжатое в один семестр. Разница в результатах между студентами 1-го и 2-го курса, возможно, объясняется кумулятивным характером когнитивного роста: обучение имеет отложенный эффект и существуют эпистемологические кризисы восприятия знаний.
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