Critical thinking (CT) is an integral learning outcome for almost all university courses, yet little is known about how teachers facilitate the learning of CT. The visibility of CT in university teaching is often obscure as it is not always specifically explained, observable and measurable: thus, teachers encounter numerous challenges in teaching and assessing students’ CT skills. Employing 20 interviews and analysing 15 assessment tasks, this study investigated Australian university teachers’ perceptions of CT and how they integrate CT into their pedagogies in four major disciplines (Business, History, Geography, Engineering). The data from all disciplines included in this study suggest that lecturers have clear understandings of CT and adopt targeted strategies in their teaching, yet they perceive that few students develop transferable CT skills. The reasons given for this perceived deficit in students’ adoption of CT are predominantly student-related factors such as students’ poor motivation, the misconception of learning goals, and students’ lack of preparedness for higher-order thinking. The paper argues that teachers perceive CT as ‘a product’ rather than a developmental process, and that this perception impacts on their approaches to teaching CT. Teachers can overcome this dilemma by developing a culture of thinking in the classroom by overtly scaffolding students’ development of CT, thus making the process much more visible for students.

批判性思维 (CT) 是几乎所有大学课程不可或缺的学习成果，但对教师如何促进 CT 学习知之甚少。CT 在大学教学中的可见性通常是模糊的，因为它并不总是被具体解释、观察和衡量：因此，教师在教学和评估学生的 CT 技能方面遇到了许多挑战。本研究采用 20 次访谈并分析 15 项评估任务，调查了澳大利亚大学教师对 CT 的看法以及他们如何将 CT 融入其四大学科（商业、历史、地理、工程）的教学法中。本研究包括的所有学科的数据表明，讲师对CT有清晰的认识，并在教学中采用了针对性的策略，但他们认为很少有学生会发展可转让的CT技能。学生在采用 CT 方面出现这种明显不足的原因主要是与学生相关的因素，例如学生的动机不足、对学习目标的误解以及学生缺乏对高级思维的准备。该论文认为，教师将 CT 视为“产品”而不是发展过程，并且这种看法会影响他们教授 CT 的方法。教师可以通过公开支持学生 CT 的发展在课堂上培养一种思维文化来克服这一困境，从而使学生更容易看到这一过程。该论文认为，教师认为计算机断层扫描是一种“产品”，而不是发展过程，并且这种看法会影响他们进行计算机断层示教的方法。教师可以通过公开支持学生 CT 的发展在课堂上培养一种思维文化来克服这一困境，从而使学生更容易看到这一过程。该论文认为，教师将 CT 视为“产品”而不是发展过程，并且这种看法会影响他们教授 CT 的方法。教师可以通过公开支持学生 CT 的发展在课堂上培养一种思维文化来克服这一困境，从而使学生更容易看到这一过程。