The Critical Thinking Movement and Its Implication for the Teaching of Speech Communication.

Autor/in	Hay, Ellen A.
Titel	The Critical Thinking Movement and Its Implication for the Teaching of Speech Communication.
Quelle	(1987), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Communication Research; Critical Thinking; Definitions; Elementary Secondary Education; Evaluation Methods; Higher Education; Program Descriptions; Speech Communication; Speech Curriculum; Speech Instruction; Standardized Tests; Teaching Methods; Testing + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kommunikationsforschung; Kritisches Denken; Begriffsbestimmung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Speech training; Sprechübung; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen
Abstract	Because critical thinking has become a popular topic among speech communication educators in recent years, this paper reviews the literature on teaching critical thinking skills and discusses its relevance for speech communication instruction. First, the paper briefly sketches the history of the critical thinking movement and describes the reaction of speech communication educators to the movement. Second, definitions of critical thinking are discussed, and the document notes that the definitions--logical, cognitive and communicative--differ depending on point of view. The third topic covered is how critical thinking is taught. Types of thinking skills programs are listed, including the following: (1) general thinking skills programs that can function within a communication curriculum; (2) programs that concentrate on particular skills (such as argumentation, persuasion, debate, and logic) in particular content areas; (3) programs that teach thinking skills in isolation; and (4) programs designed specifically for speech communication classes. Teaching methods such as questioning techniques and modeling are also mentioned. The paper's fourth focus is on evaluating critical thinking. Several theoretical bases for assessment are presented, and the merits of different standardized measures are also debated. The final part of the paper concerns implications of the critical thinking movement for speech communication instruction, including the importance of cognitive and metacognitive aspects of instruction and the transfer of thinking skills to other contexts. Thirty-one references conclude the document. (SKC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC