批判性思维培养对中学生语文阅读理解能力的影响——以雪兰莪州巴生某中学为例 The Impact of Critical Thinking Cultivation on Secondary School Students’ Chinese Reading Comprehension Ability: A Case Study of a Secondary School in Klang, Selangor

Abstract

本研究探讨批判性思维培养对马来西亚中学生语文阅读理解能力的影响，以雪兰莪州巴生某中学初二学生为对象。研究聚焦两方面：一是语文课堂中批判性思维教学的现况；二是该能力对学生阅读理解的影响。本研究采用问卷调查法与文献分析法，共回收80份有效问卷，所得数据以描述性统计与主题分析进行处理。结果显示，多数学生缺乏质疑与多角度思考的习惯，课堂批判性教学亦不够系统。具备较高批判性思维的学生，其语文成绩、阅读理解及学习态度更佳。此现象反映出当前语文教学在高阶思维培养上的不足。研究建议以《马来西亚教育大蓝图（2013-2025）》所倡导的“高层次思维技能”（KBAT）为导向，强化教师培训与教学改革，全面融入批判性思维教学，以提升学生阅读理解力与语文素养。

This study investigates the impact of cultivating critical thinking on
Malaysian secondary school students’ Chinese reading comprehension, focusing on Form Two students at a secondary school in Klang, Selangor. It explores two main aspects: (1) the current implementation of critical thinking instruction in Chinese language classrooms, and (2) its effect on students’ reading comprehension. Using questionnaires and literature analysis, 80 valid responses were collected and analyzed through descriptive statistics and thematic analysis. The results show that most students lack habits of questioning and multi-perspective thinking, and classroom practices of critical thinking remain unsystematic. Students with higher levels of critical thinking exhibited better Chinese achievement, reading comprehension, and learning attitudes. The findings reveal a gap in the cultivation of higher-order thinking skills in current language teaching. The study recommends aligning Chinese language instruction with the “Higher Order Thinking Skills (KBAT)” outlined in the Malaysia Education Blueprint (2013-2025), strengthening teacher training and instructional reform to enhance students’ reading comprehension and overall language proficiency.