| Undergraduates and the development of argument |
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| 作者姓名： | Naz Wasim |
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| 作者单位： | Centre for Educational Studies, University of Hull, Hull, HU6 7RX, England |
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| 摘 要： | This article emphasizes the need to encourage undergraduate students to develop arguments, which involves enhancing their analytical skills and capacity for critical thinking, across disciplines regardless of level. It argues that these skills, required by the Quality Assurance Agency＇s （QAA） benchmarks, are developed not by instruction but by engaging with the philosophic process that leads to the deep learning. This process of learning is based on a dialectical approach, viewing dialogue with colleagues, primary texts and written assignments, as central to developing an inductive argument and a critical perspective. This article proposes an analytical framework to analyze the extent to which a tutor is facilitating the development of argument. It suggests that while, if required one must provide students with explicit guidelines about this process, nevertheless this practice is problematic because of the inherent tension between explicit teaching and deep learning, which facilitates the acquisition of these analytical skills.
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| 关 键 词： | 高等教育 教育评估 评估方法 思维能力 演绎能力 大学生 辩论能力 |
Undergraduates and the development of argument |
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| Naz Wasim.Undergraduates and the development of argument[J].US-China Education Review,2007,4(3):31-38. |
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| Abstract: | |
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| Keywords: | analytical skills critical thinking deduction deep learning development of argument dialectic explicit teaching formative assessment induction implicit teaching |
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