本章主要介紹了合作推理作為一種不同於教師授課的教學方法在提高學生高級思維方麵的顯著作用。正是因為合作推理的積極作用，這種交互式教學法應當在課堂上更廣泛地使用，而不僅僅限於閱讀訓練。合作推理的順利實施依賴於教師和學生的合作。學生應當增強自主學習意識，在討論中積極發言，圍繞核心問題自由選擇討論的話題，清晰地表達自己的觀點，尊重他人的觀點並給出合理的反饋。教師則要鼓勵學生自由發言，把自主權交給學生，在討論過程中示範如何提出論點和論據，如何為自己的論證提供證據支持，以及如何與他人合作。如果學生欠缺必要的背景知識，教師需要在開始小組討論之前為學生補充這方麵的知識，在開始討論之後及時糾錯以保證討論可以高效地完成。總結起來，合作推理的目的是給學生提供一個平台，以便學生在自己的最近發展區內提升認知能力和交流能力。課堂，作為學生最頻繁互動和交流的場所，應當成為學生營造集體意識，積極共享信息的平台，從而促進學生認知能力和高級思維的發展。
摘要Abstract
This book chapter reviewed the literatures on how Collaborative Reasoning (CR), a self-managed, peed-led discussion format, promotes learners’ higher-order thinking.Children who participated in CR discussion showed great improvements in argumentation, relational thinking, and problem solving.The positive results of CR approach suggested that it is a promising instructional format to be implemented in classrooms.A successful CR discussion relies on the collaboration of teacher and students.Teachers are supposed to release the control of interpretation, turn taking, topic, and content learning to students.Students, on the other hand, should take more responsibility for managing the discussion and articulating their thinking.In the end, this chapter mentioned several weaknesses of CR approach and provided suggestions for teachers to adjust the implementation of CR approach to learning contexts and students’ needs.