Students hold foundational assumptions that interact with information they are introduced to in college. By learning to identify, assess, and restructure these foundational ideas, students’ ability to acquire topical knowledge improves. This article presents a format for teaching students how to evaluate their beliefs through four levels of critical thinking: (1) identifying assumptions, (2) assessing the origin and quality of assumptions, (3) seeking out alternative perspectives, and (4) weighing evidence and incorporating new information into thinking. A variety of skills are needed to accomplish each of these levels, such as identifying biases and developing intellectual humility. Self-assessments, assignments, and responses to early and late semester questionnaires suggest students see the value in learning about critical thinking and develop their ability to think critically over the course of the semester. Students become more open-minded, intellectually humble, and self-reflective, priming them to be more receptive to foundational learning.

中文翻译：

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通过研究基本假设来激发学生的基础学习：批判性思维框架

学生持有的基本假设与他们在大学中学到的信息相互作用。通过学习识别、评估和重组这些基本思想，学生获取主题知识的能力得到提高。本文提出了一种教学方式，教学生如何通过四个层次的批判性思维来评估自己的信念：（1）识别假设，（2）评估假设的起源和质量，（3）寻找替代观点，（4）权衡证据并将新信息融入思维。完成每个级别都需要多种技能，例如识别偏见和培养智力谦逊。自我评估、作业以及对学期初和学期末问卷调查的答复表明，学生认识到学习批判性思维的价值，并在整个学期中培养批判性思维的能力。学生变得更加开放、谦虚、自我反思，从而更容易接受基础学习。