高阶思维能力是国外教育界目前研究的热点之一,高阶思维能力源自于美国教育家布卢姆的目标分类学理论。布卢姆按照认知的复杂程度,将思维过程具体化为六个教学目标,由低至高依次为:记忆、理解、应用、分析、评价、创造。高阶思维是建立在低阶思维基础上的,它强调了学习除了知识的纬度外还包含认知过程的纬度。我国学者钟志贤认为,高阶思维是发生在较高认知水平层次上 Higher-order thinking ability is one of the hot spots in the current research field of education in foreign countries. Higher-order thinking ability is derived from Bloom’s goal taxonomy theory of the United States. Bloom according to the complexity of cognition, concrete thinking process as six teaching objectives, from low to high as follows: memory, understanding, application, analysis, evaluation, creation. Higher-order thinking is based on lower-order thinking. It emphasizes learning latitudes that include cognitive processes in addition to the latitude of knowledge. Zhong Zhixian, a Chinese scholar, believes that higher-order thinking occurs at a higher level of cognition