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A case study of applying critical thinking in teaching and learning computer visualization and communication

机译：在计算机可视化和交流教学中运用批判性思维的案例研究

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This paper describes how critical thinking can be applied in teaching computer visualization and communication in higher education. Unlike the attractive rendered images, learning computer visualization and communication is a very demanding and sometimes tedious process. The learners have to go through some time-consuming and rigorous training. It is evident that programs at university level cannot provide all the training that the students may need later in their career. Furthermore, such practice also undermines the core concept of higher education which is to educate people to become independent thinkers. Therefore, it is critical for educators to not only teach the latest technology, but also provide students with tools that they can utilize to acquire knowledge themselves. Critical thinking is believed to be one essential skill that helps the students to become independent thinkers. In recent years, educators have become more interested in teaching “thinking skills” instead of teaching content or information [1]. This paper seeks to provide a logical inquiry system helping the students to develop critical thinking and self-teaching skills while learning computer visualization and communication.
机译：本文介绍了批判性思维如何应用于高等教育的计算机可视化和通信教学。与吸引人的渲染图像不同，学习计算机可视化和通信是一个非常苛刻的过程，有时是乏味的过程。学习者必须经过一些耗时且严格的培训。显然，大学水平的课程无法提供学生在职业生涯后期可能需要的所有培训。此外，这种做法也破坏了高等教育的核心概念，即教育人们成为独立的思想家。因此，对于教育工作者而言，不仅要教授最新技术，而且还应向学生提供他们可以用来自己获取知识的工具，这一点至关重要。批判性思维被认为是帮助学生成为独立思想家的一项基本技能。近年来，教育者对教学“思维能力”的兴趣已逐渐取代教学内容或信息的兴趣[1]。本文旨在提供一个逻辑查询系统，以帮助学生在学习计算机可视化和交流的同时发展批判性思维和自我教学技能。

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