VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

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HIGH-LEVEL THINKING – ITS CONCEPT AND COMPONENTS

HIGH-LEVEL THINKING – ITS CONCEPT AND COMPONENTS

CAO THI HA caoha.dhsp@gmail.com Thai Nguyen University of Education
NGUYEN THI QUOC HOA hoanguyenquoc73@gmail.com Chu Van An Upper Secondary School - Thai Nguyen
NGUYEN VAN THANH thanhpgdss@gmail.com Soc Son District Division of Education - Ha Noi
Summary: 
High level thinking skills are important skills in the learning and in the life. Components of the high level thinking skills include: Logical thinking, critical thinking, digestion, creativeness, perspicaciousness, and metacognition. Key skills often integrate with high level thinking skills in the teaching process. The use of high level thinking in the teaching process depends on the nature the learning task as well as on history of thinking competence by each individual. From that, the student will form and perfect their abilities of observation, deduction, creativity, problem solving when facing challeges in their learning and their lives
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Keywords: 
High level thinking
skill
cognition
Refers: 

[1] Arthur Lewis - David Smith, (1993), Difining higher order thinking, Journal theory in practice , Volume 32, Issue 3

[2] Linsey E. Richland - Nina Simms, (2015), Analogy, Higher order thinking, and education, Wiley interdisciplinary reviews: cognitive science, Volume 6, Issue 2.

[3] Nguyễn Ngọc Hà, Phi mâu thuẫn có phải bao giờ cũng là quy luật của tư duy đúng đắn, Tạp chí Triết học, (1991), số 3, tr.48

[4] Wendy Conklin, (2013), Higher order thinking skill, Shell Educational publishing, Inc.

[5] FJ King - Ludwika Goodson - Faranak Rohani, Higher order thinking skill, A publication of the center for Advancement of learning and assessement.

[6] Cederblom, J & Paulsen, D.W, (2006), Critical Reasoning: Understanding and criticizing arguments and theories, 6th edn, (Belmont, CA, ThomsonWadsworth).

[7] Flavell, J.H, (1979), Metacognition and cognitive monitoring. A new area of cognitive-development inquiry, American Psychologist 34: 906-911.

Journal: 
No. 138, March 2017

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