初中英语阅读课堂教师提问类型与学生批判性思维倾向的相关性研究

发布时间：2023-04-26 18:32

　　中国学生发展核心素养强调学生要具备能够适应时代发展的必备品格和能力,具体表现为六大能力:人文底蕴、科学精神、学会学习、健康生活、责任担当、实践创新。批判性思维,作为科学精神的一个重要表现,是学生应具有的一项重要思维能力,因此受到学者和教师们的广泛关注。除此之外,批判性思维倾向,作为构成批判性思维的一个重要组成部分,对个体的发展有举足轻重的作用。由于英语阅读教学具有延展性、多样性和灵活性的特点,因此英语阅读教学可以作为培养学生批判性思维倾向的出发点。教师提问是一门教学艺术,是实现课堂交流和完成教学目标的催化剂。有效的教师提问可以引导学生探索未知世界,启迪学生智慧,并促进学生高阶思维的发展。教师的提问多种多样,且不同的类型对学生的影响也是不尽相同的。本研究拟解决以下三个问题:第一,初中生批判性思维倾向的情况如何?第二,英语课堂上不同的教师提问类型数量如何?第三,不同类型的教师提问与学生的批判性思维倾向之间有没有相关性?如果有,程度如何?为解决以上研究问题,作者开展了为期三个月的探究。研究对象是铜川市第一中学的4名初二英语教师及191名学生。为保证研究信度和效度,首先,作者采用调查问卷对学生...

【文章页数】：107 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Framework of the Thesis
Chapter Two Literature Review
    2.1 Teacher Questioning
        2.1.1 Definition of Teacher Questioning
        2.1.2 Types of Teacher Questioning
        2.1.3 Previous Studies on Teacher Questioning at Home and Abroad
    2.2 Critical Thinking Disposition
        2.2.1 Definition of Critical Thinking Disposition
        2.2.2 Measurement of Critical Thinking Disposition
        2.2.3 Previous Studies on Critical Thinking Disposition at Home and Abroad
    2.3 Studies on the Correlation Between Teacher Questioning and Critical Thinking at Home and Abroad
    2.4 Theoretical Framework
        2.4.1 Bloom's Taxonomy in Cognitive Domain
        2.4.2 Piaget's Cognitive Development Theory
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Classroom Observation
        3.3.3 Interview
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Students' Critical Thinking Disposition
        4.1.1 Results of Students' Critical Thinking Disposition from the Questionnaire
        4.1.2 Results of Students' Critical Thinking Disposition from the Interview
        4.1.3 Discussion on Students' Critical Thinking Disposition
    4.2 Teacher Questioning Types in English Reading Classes
        4.2.1 Results of Teacher Questioning Types from the Classroom Observation 51        4.2.2 Results of Teacher Questioning from the Interview
        4.2.2 Results of Teacher Questioning from the Interview
        4.2.3 Discussion on Teacher Questioning Types
    4.3 Correlation Between Teacher Questioning Types and Students' Critical Thinking Disposition
        4.3.1 Results of Correlation Between Teacher Questioning Types and Students' Critical Thinking Disposition
        4.3.2 Discussion on Correlation Between Teacher Questioning Types and Students' Critical Thinking Disposition
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions of the Study
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
攻读硕士学位期间研究成果



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