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Korean Journal of General Education 2010;4(2):129-139.
Published online December 30, 2010.
What to teach and How to evaluate in Critical Thinking Courses
Min-Gyu Seo
비판적 사고 교육, 무엇을 어떻게 할 것인가
서민규
Abstract
This paper argues for the role of the critical thinking in the college level general education program. The critical thinking can be defined as the methodology of the reflective thinking based upon the logical process of thinking and the soundness of judgement. Analysing the recent evaluation tools related with the critical thinking, I reason that what the critical thinking must teach and evaluate: the strategic/creative/alternative thinking competence for problem-solving based upon the logic-reasoning process of thinking. The critical thinking education at the college level needs to promote this ability, but it must not be confined within this; when it stimulates the students to practice what they learned from critical thinking, it plays the successful role of a tool-curriculum as the methodology of the reflective thinking. In this, I suggest that the critical thinking education in the colleges needs to develope its contents reflecting the students majors, and the class activities, homeworks, and the evaluations in the critical thinking must optimize its relevance with the students majors and their interest.
Key Words: 대학생 직업기초능력 진단 평가(K-CESA), 비판적 사고력 평가(TOCT), Critical thinking, Higher order thinking, Creative thinking, Logic/reasoning, K-CESA


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