学术写作：批判性思维的运用

学术写作：批判性思维的运用

与老师的互动更多的是通过强调数学科目来倾听和思考。这种想法最终让我意识到，很多事情是简单的，如果我只是关注教学，并试图寻找答案。在第二件事中，批判性思维是显而易见的，因为当一个人倾听另一个人的意见，然后形成自己的答案。谈话更有可能通过许多障碍和智力达到最高点,因为所有的疑虑和担心被清除在彼此的答案,因为他们适应疑问和回答他们推动谈话的峰值,而不是浪费时间在一个知识分子作战。将批判性思维运用到所听到的内容上，可以得到更有意义、更有智慧的答案和启示，如果没有批判性思维的运用，这些是不可能出现的。

学术写作：批判性思维的运用
这个想法一致与布什(2011)一直强调需要停顿,思考,和应用批判性思维方法家庭成员或说话人说了什么,让一个真正的努力理解谚语背后的意图,在解释什么是建设性而不是破坏性的领导和决议。第三个事件表明，大多数人对任何事情或大部分事情、事件、人、事件都只看表面，从不去探究这种行为背后的真正原因。这教会我们更多的是一个人应该如何反应或回应，而不是在少数情况下保持冷漠，在这种情况下，解释主要是针对那些提出构建一个反应或回应的问题的人。

学术写作：批判性思维的运用

The interaction with the teacher was more of listening and trying to think by stressing on the subject of maths. This thinking eventually made me realise that many things are simple if I had just paid attention to the teaching and tried to seek the answer. In the second incident, the critical thinking was apparent because when one listens to another, and then frames his answers. It is more likely that the conversation will pass many hurdles and reach the highest point of intelligence, because all doubts and concerns are being cleared in one another’s answers, as they accommodate the doubts and answers them pushing the conversation to the peak and not wasting time in an intellectual combat. The practice of listening and applying critical thinking to the heard content gives more meaningful and intellectual answers and revelations, which could not have emerged if there was no application of critical thinking.

学术写作：批判性思维的运用
This particular idea coincides with that of Bush (2011) who consistently stresses the need of pausing, thinking, and applying critical thinking approach to what the family member or the speaker says, on making a genuine effort of understanding the intention behind the sayings, and on interpreting what is constructive instead of destructive to lead the talk to resolution. The third incident indicates that most people take everything or most of the things, events, people, and incidents at face value, and never try to investigate the real reason behind such an act. This teaches more about the way one should react or respond and rather remain indifferent in rare situations where the interpretation is mostly against those who are raising the question of framing a reaction or a response.