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tical thinking. The concept of thinking quality was first putforward by Guilford (1959), an American psychologist, who studied thinking qualitythrough the study of creative thinking and intelligent structure. And he came up withthe three-dimensional structural modules of intelligence. The first dimension is the contentof intelligence, which refers to the kinds of information that are fed into the brain on adaily basis, including graphics, symbols, semantics and behaviors. The second dimensionis the operation of intelligence, which refers to the processing of information in our minds,including cognition, memory, evaluation, divergent thinking and convergent thinking. Thethird dimension is the generation of information, including units, categories, relationships,transformations, and derivations. On the basis of Guilford’s research on thinking quality,psychologists further deepened their research, paid more attention to the importance ofthinking and to the cultivation of students’ thinking quality.

In recent years, more and more educators attach importance to the quality of thinking.One of Bruner’s suggestions for education is discovery learning, which encouragesstudents to find problems and solve them on their own (Zhu Feng, 2008). This teachingpractice can cultivate students’ creative thinking and teach them to be independent. Fair &Kachaturoff (1988) proposed a number of activities to help students improve the quality oftheir thinking in teaching. Stenberg puts forward the three-point thinking theory, whichdivides thinking into three aspects: analytical thinking, critical thinking and practicalthinking. According to his thinking theory, Stenberg (1996) proposed the strategies andtechniques for cultivating students’ thinking quality. With the spread of Gardner’s (1999)theory of multiple intelligence, new viewpoints on intelligence and thinking have beenexplored comprehensively, and different qualities of thinking have gradually attracted theattention and interest of more education experts.

Chapter Three Research Design...............16

3.1 Research Questions..................................... 16

3.2 Research Subjects..........................16

3.3 Research Instruments............................ 17

Chapter Four Results and Discussions................................24

4.1 Results and Discussions of Teachers’ Understanding and Attitudes towardsthe Cultivation of Students’ Thinking Quality.............. 24

4.1.1 Teachers’ Understanding of the Cultivation of Students’ ThinkingQuality......................24

4.1.2 Teachers’ Attitudes towards the Cultivation of Students’ Thinking Quality.........................28

Chapter Five Conclusion...................59

5.1 Major Findings.......................... 59

5.2 Pedagogical Implications.................. 60

5.3 Limitations of the Study......................................63

ChapterChapter Four Results and Discussions

4.1 Results and Discussions of Teachers’ Understanding andAttitudes towards the Cultivation of Students’ Thinking Quality

As one of the most important parts of students’ key competence, thinking quality isnot only a key ability but also a necessary c本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。