비판적사고 교육의 변천과 수업실제 = Critical Thinking Education Movement and Teaching Practice

다국어 초록 (Multilingual Abstract)

The purpose of his study was to examine how thinking skills movement enhanced since 1980, what are the debates on critical thinking approaches, how can teachers utilize the critical thinking skills in classroom teaching, and what emphases should be made in order for increased use of critical thinking from elementary school to university curriculum. Critical thinking skills movement occurred in three phases, phase 1: thinking skills, phase 2: critical/creative thinking, phase 3: thoughtful classroom/mindful school. In other words, thinking skills movement follow its evolutionary path from skill acquisition, to meaning-making, and finally to application and transfer. It is also seen the same gradual process for teachers as they learn the skills to teach thinking. This study provides theoretical bases for planning critical thinking instruction, developing materials for critical thinking classes, and suggests implications for thoughtful classroom and mindful school and changes for teacher education program from elementary school to university level.