China’s Progress Vigorous development of China's high-tech industry, centering on the field of information technology, has been arousing much interest in Japan. In particular, Zhongguancun Village in the northwestern part of Beijing has been attracting global attention as China's Silicon Valley. The area is home to some 30 universities - among which such leading universities as Tsinghua University and Peking University - and more than 200 research institutions including the Chinese Academy of Science as well as to a number of spinoff enterprises from those universities and research institutes. Some 20 years since the launch of reform in China, Zhongguancun Village has become a symbol of technological innovation system.
China’s Progress In the pre-reform period, China had promoted research and development centering on the fields of defense and heavy industry under the highly centralized ruling system modeling after the former Soviet Union. Under such state-led regime, R&D activities were undertaken, not by the private sector, but by research institutes under the State Council. Once embarking on the reform, however, the Chinese government began to shift away from this inefficient, former-Soviet style technology innovation system to introduce a new, U.S.-style system especially drawing upon Silicon Valley.
China’s Progress The electronic research institutes of Qingdao are member units of Qingdao commander's group, it is a scientific research institution specially engaged in scientific and technical research and product development sanctioned establishing by State Scientific and Technological Commission, Qingdao. Since the establishment of State Scientific and Technological Commission of the city sanctioned 1996, the research institute was introduced and trained having original creation ability and qualified personnel in a specific field of practical experience in large batches constantly, make up one quality high, ability strong, technology really up to the mark professional team, develop a large number of products higher in scientific and technological content, fill the domestic gaps many times, obtain multiple national patents. Among them, " commander brand " IDM developed - S Type serial remote control electronic flexible door collect three national patent to an organic whole, fill in two domestic blanks, chosen as " national-level new products " of 1996 by such countries as State Science and Technology Commission, the State Economic and Trade Commission, the State Bureau of Technical Supervision,etc. six ministries, commissions and bureaus, win the eighth the whole country and invent the " award of the best new products " of exhibition, build building materials at the fair the special honours that " consumers satisfied with product " in sponsored by Ministry of Construction of the country 97 China international famous brand.
Role of Community Colleges Community colleges are uniquely positioned to respond by: Building and improving access Improving scientific, technical, engineering, and math education Encouraging continuous learning, AND Teaching critical thinking
Fundamental Teacher Problems 89% of college instructors said that critical thinking was “a primary object of their instruction”. 19% “could give a clear explanation of what critical thinking is.” 8% “could enumerate ANY intellectual criteria or standards they required of students or could give an intelligible explanation of what those criteria and standards were.”
Summary Other countries are gaining educational and technological advantage. The US is falling behind. US students badly lack CT skills. College and university instructors generally do not know what CT is, nor do they know how to teach it.
Why teach critical thinking? Strong correlation between trained critical thinking skills and GPA. Critical thinking improves with correct training. Strong correlation between trained critical thinking and reading skills. One critical thinking course is roughly equivalent to four years of undergraduate education.
How should Critical Thinking be taught? By Doing What WORKS
“I’ve been skeptical about claims for various approaches to critical thinking, including those for argument maps coming from the University of Melbourne. Indeed, confident in our skepticism, we at Monash Philosophy accepted a challenge to compare our methods with theirs on pre- and post-test gains on the California Critical Thinking Skills Test developed by Peter Facione (1990, 1992). The Monash students did a bit better than theirs on the pre-test, raising our hopes. But when Melbourne University’s post-test results showed far higher performance gains, I thought their method worth a closer look.” Charles Twardy, Monash University Published in Teaching Philosophy
What is to be done? Dr. Tim van Gelder Practice. Practice should be deliberate, exercise-focused. Guidance. Students need to know what to do next. Scaffolding. Structures in place to avoid inappropriate or ineffective activity (software). Graduated tasks. A graduated increase in complexity. Feedback. Student should be able to tell whether an activity is successful.
Arguments and Assertions The best way to distinguish an argument from an assertion is to create a map. If the map has a conclusion and a reason, it is an argument. If it lacks a reason, it is an assertion.
Practice with Mapping Is the following statement an argument or an assertion? There is a God. Map the statement to determine if it is an argument or an assertion.
Map of an Assertion This is an assertion because it has a conclusion, but it lacks supporting reasons.
Practice with Mapping Is the following statement an argument or an assertion? The New York Yankees will win the pennant; after all, they are the best team in baseball.
Map of an Argument This is an argument because it has two parts: a conclusion and a reason that supports it:
Practice with Mapping Map the following statement by breaking it down into a conclusion and a reason: The US economy is going to continue growing. Unemployment is down, the stock market is up, and consumer sentiment is high, all of which indicate growth.
Results of Argument Mapping Students understand what they read. Students know when they understand and when they don’t understand. Students analyze. Students plan their writing. Students understand complex issues.
Results of Argument Mapping Students see what’s missing and what is wrong with arguments. Students work hard on problems. Students are engaged in their work.
This presentation and more information about Critical Thinking can be found at: http://www.eigenauer.com/ criticalthinking Phone: 661.763.7722 Email: email@example.com@yahoo.com Dr. John Eigenauer
" Decision-making on short-term issues consistently crowds out systematic thinking on strategic matters; the press of real-time information compresses the decision-making process; and compartmentalized analysis obfuscates integrated thinking and approaches. As a result, the longer-term gets little, if any, attention no matter what the results, no matter how profound the consequences."
National Dialog Website Create a compelling vision of community colleges as the leading partner in a “flat world” Focus existing innovations toward retaining the U.S. advantage in global competitiveness.
Join the Dialogue Contact: Roe Darnell firstname.lastname@example.org Taft College 29 Emmons Park Blvd. Taft, CA 93268